Designing Hybrid Instruction
Topic 3: Develop an Assignment

Developing Assignments

Teachers open the door. You enter by yourself.

— Chinese Proverb

Assignments: Where the rubber meets the road

One of the most challenging jobs as a teacher is developing engaging assignments.

Use the goals and objectives to define and develop the activities. The assignment for a module should be directly related to the module goals and objectives.

Feedback and Assessment

Feedback is key to learning. All assignments should include feedback. The feedback should be designed to help the student accomplish the module objectives and to deepen the learning.

When designing an activity or assignment, it is important to define the quantity, quality, and immediacy of feedback students will receive. What type of feedback will be the most constructive in taking them beyond what they already know? Think realistically about what type of feedback could be most helpful for students and what that would require on the part of the instructor. Course developers need to examine how much feedback students will receive, how soon will they receive it, and how that feedback will be incorporated into furthering the students' understanding. It is of little use for a student to receive punitive feedback: "You got two questions wrong. You should have studied." Feedback that helps the students may be, "You got two questions wrong. Now go and study those two points further. Here are some links or examples that might be helpful."

Some feedback can be automated by online quizzes that serve as study guides. When students get incorrect answers they can be provided with links about where to go to get the correct answers. Some assignments can require peer feedback. However, many online teachers have found that it is helpful for the teacher to maintain some participation in facilitating the peer feedback.

In the traditional classroom teachers set policies about asking questions, seeking help, and when assignments will be returned to students. In the online world, this type of communication is crucial.

How to Structure Assignments

Start with ideas and activities that answer the student's question, "What’s in it for me?"

Robert Mager states in "Making Instruction Work":

"Move from the big picture into the details. Since you know the subject, you can think comfortably about any piece of it and understand where it fits into the whole territory: they need a map. That’s what you’re there for. So start with the biggest picture and then work towards the details.

"… Don’t expect students to think about the abstract until they have something concrete to think abstractly about."