Face-to-Face

For all College of Adult Professional Studies (CAPS) courses facilitated online, the One Shell Model ensures that each semester's course shells are populated with all required course content at the time the courses are created/made visible to faculty in Moodle.

The One Shell Model shell provides the approved course syllabus, course materials, instructional materials, and weekly topics and resources needed for faculty teaching the course both in the online and in the face to face format.

Use of Course Content

All faculty teaching a One Shell Model course in the classroom are required to deliver the course content as designed: this ensures a consistent experience for students across course sections and instructional modes (online or face-to-face). Faculty may, however, tailor the experience, to their class needs, strengths, and size.

Facilitator Course Overview (FCO)

In addition to all of the materials used to support both online and face to face modalities, the Facilitator’s Course Overview (FCO) will guide general course handling, including Alternative Instructional Equivalencies (AIEs) and course logistics, for the semester. This document is housed in the top section of the course but is hidden from student view.

In the FCO, each week’s “Overview” section supplements the online course material and may include any of the following: facilitation suggestions, special preparation needed by the facilitator, learning outcomes emphasized that week, activities, and related assignment instructions. Although there is other course material hidden to the students on Moodle, at the facilitator’s discretion it may be incorporated within the face-to-face delivery of this course.

Leveraging Online Materials for Classroom Learning

Please carefully read the FCO document well before your class begins. These faculty instructions will guide you on the best practices for facilitating your class time.

The FCO guides you through the same content areas used for online delivery, although not all content is used the same way across delivery modes. For example, online students engage in discussion forums at their own pace within a given week; in the classroom, those same discussion forum topics are used for students to do independently, conversely, in the classroom, you will see that class time is allotted to cover the exact same material from those discussion forums. Note that managing the classroom version of the discussion may (as prompted by the forum instructions) involve watching a video, reading a case, or addressing a specific course topic. In the classroom, the faculty will follow the facilitator guide direction, which may suggest breaking students into groups to manage the discussion content. See the example below for how discussions online and face to face are parallel:

Online

Students are to locate a news/current event article related to this Week's topic. Share it by either uploading a PDF, posting a link, or providing a citation that allows others to find the article.

Face to Face

Article Reviews: provide time for students to share the current news articles they selected prior to coming to class related to this Week’s topics. Instruct students to briefly summarize the article for the class either as a whole or in groups, explain how it is relevant to the week’s topics, and discuss its implications for professionals in this field. Encourage student active participation and engagement in this exercise as you would expect in a discussion forum online.