Blended/Online Learning Workshop Syllabus

The goal of these three-week blended-format workshop is to take the participants through the planning, design, and implementation process of creating a blended/online course, and give them the ability to create blended/online materials and/or courses on their own. Full syllabus will be provided to workshop participants. Syllabus and schedule subject to change.


Each facilitator is available by appointment.


A wide variety of digital content will be provided. Content or links to content will be found within the workshop site and/or in the Workshop Resources. For an overview, see the Schedule.


The goals for this workshop are for participants to:

    • Be better prepared to deliver a course via blended and/or online learning format.
    • Be familiar with blended/online learning best practices, examples, and open-source resources.
    • Chunk course content for manageable delivery.
    • Align objectives with content, learning tasks, and assessments.
    • Utilize online activities that connect learners to each other and authentic experiences.
    • Develop process for continual course improvement.
    • Use tools in the learning management system (Canvas) effectively.
    • Be prepared to use the support systems on campus.


After completing this workshop, participants will be able to:

    • Describe the benefits and outcomes of blended/online delivery
    • Develop a course map to prepare to teach in a blended/online format
    • Identify open educational resources, examples, best practices.
    • Where appropriate, utilize the tools in Canvas for developing assignments, interactivity, and assessments.
    • Use instructional design strategies to plan, organize, and implement course content.
    • Develop materials¬†for use in future blended/online courses:
      • Syllabus appropriate for blended delivery
      • Discussion board assignments
      • Assignment that is appropriate for blended/online delivery
      • Course content using appropriate media
    • Assess the effectiveness of instructional design decisions.

Certificate Requirements

We estimate that you will need to spend around 6 hours per week on workshop tasks, assignments, and readings. This time does not include additional time that you may spend during the quarter on the development of your course. In order to receive the certificate and stipend, you will be required to successfully complete the following tasks:

Level 1

Level 2

  • Active Participation Each Week (Activities Identified During Workshop)
  • Complete Online Teaching Survey Activity
  • Complete Course Map
  • Complete Blended/Online Syllabus Draft
  • Create a Lecture Capture with Camtasia
  • Create an online Discussion Activity
  • Upload "Assignment" Assignment
  • Work on Test/Survey Development
  • Upload Final Blended/Online Syllabus
  • Complete an Assessment Plan
  • Complete End-of-Workshop Reflection and Survey
  • Active Participation Each Week (Activities Identified During Workshop)
  • Complete Self-Assessment of Course Quality Activity
  • Revise and upload Course Syllabus
  • Create Digital Media
  • Participate in Open-Source Scavenger Hunt Wiki
  • Create and upload a Peer-Review Assignment
  • Build a Rubric for an assignment
  • Give an online, synchronous Web-Conference
  • Complete End-of-Workshop Reflection and Survey

See the Workshop Schedule for workshop themes for the 3-week session(s) for Level 1 and Level 2.


Blended Learning Planning Info (original planning worksheet, 2012), Bellingham, WA: Western Washington University

Blended and Online Learning Workshop Report 2013, Bellingham, WA: Western Washington University

Blended and Online Learning Workshop Survey 2013, Bellingham, WA: Western Washington University


Blended Learning Toolkit. Orlando, FL: University of Central Florida

Boettcher, J., & Conrad, M. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.

Grunert O'Brien, J., Millis, B., & Cohen, M. (2008). The Course Syllabus: A Learning-Centered Approach. San Francisco, CA:Jossey-Bass.

Frye, R., McKinney G., & Trimble, J. (2007). Tools and Techniques for Course Improvement: A Handbook for Course Review and Assessment of Student Learning (pages 114-124). Bellingham, WA: Western Washington University.

McGee, P. & A. Reis (2012) Blended Course Design: A Synthesis of Best Practices in Journal of Asynchronous Learning Networks (16.4).

Teaching Tips: Course Syllabus Guidelines. Bellingham, WA: Western Washington University


Page Updated 11.18.2014