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So, you are thinking about moving some or all of your teaching online. Or you are a faculty developer/instructional designer working with such instructors. You have several areas to begin thinking about. If you are exploring this resource on your own, read on. Or, if you are working with others in a workshop setting, you may wish to explore the resources and ideas in this wiki through the WebQuest structured for faculty support personnel.

To explore these questions further, please visit the Why f2f->online? and Course models pages of this wiki. Also, please note that while many of the resources found here are described as being about "online courses," the thinking is usually applicable to the online portion of a web-enhanced or hybrid course as well. In fact, many faculty who engage in online or hybrid course design often find themselves reconsidering their face-to-face teaching practices as well.
 * What is the level of interest in online learning?**
 * A complete course redesign to go **//completely online//**?
 * Or perhaps a //**hybrid course**//, with a blend of face-to-face and online class activity.
 * Or maybe all class sessions remain face-to-face, but there is interest in a //**web-enhanced course**// with high-quality online activities supplementing and enhancing student learning outside of the classroom.

You will also need to think about a number of different aspects of teaching and learning in an online environment.

> Rethinking the instructional environment often causes faculty to carefully consider research and best practices related to how people learn, adult learner preferences, and online learning. Faculty may also be prompted to reconsider matters related to course administration and assessment. See the Pedagogies to consider page of this wiki to learn more.
 * Pedagogy/Instructional Design:**

> What is your level of awareness, comfort, and expertise with tools and resources for online teaching and learning? And do you have an understanding of how technologies map onto particular types of content, outcomes, pedagogies, learner preferences, and assessment strategies? See the Technologies to consider page of this wiki.
 * Technologies for Teaching and Learning:**

> The preceding items cannot be considered in a vacuum. What are the specific contextual factors at play that you may need to take into account? > These and other issues are discussed in the Systemic considerations page.
 * Needs Assessment / Environmental Scan:**
 * How well defined are the course learning outcomes, and do they articulate with broader program/curriculum-level objectives? If these are not clear, investing time and energy in significant course redesign may be premature.
 * What are the characteristics of the students? Will they be willing and able to engage in online learning? Will they have sufficient support?
 * What sort of instructor support can be expected? Redesigning a course and teaching online requires a significant investment in time, as well as instructional and technical support. Are there departmental, college-level, and institutional buy-in and resource commitments that will help instructors to be successful? Are you aware of institutional policies related to course development and approval?
 * Are you aware of other factors such as accessibility, academic integrity, and copyright that need special attention when developing courses with significant online resources and activity?

> Course redesign should not be a one-time event. Ideally, it is an ongoing process informed by data on student learning, satisfaction, and course effectiveness. Learn more on the Formative eval of course redesign page.
 * Iterative Improvement / Formative Feedback on Course Redesign**

Faculty developers and instructional designers will also want to think more about the bigger picture of faculty development program options and approaches to best support instructors who are rethinking and changing their role in the instructional process as a result of their interest in placing an increased emphasis on online activities and resources. This issue is explored on the Fac dev program design page.