Administrative

Blended

Design and Delivery

Tools and Techniques

Getting Started: The First Step Towards Online Teaching*
 
This course introduces potential faculty and/or administrators to online education fundamentals and is a prerequisite to both the Online Teaching Certificate and the Blended Teaching Certificate programs. Not only will you discuss the concepts but you’ll use the technologies to gain practical "hands-on" experience.


Objectives: Compare face-to-face and online teaching, including expectations, role adjustments, and course design; Apply the principles of effective participation through chat and discussion; Use synchronous and asynchronous technologies; Prepare for managing online classes, workload and resources

Outcome: Creation of a syllabus for your online course

Getting Started: The First Step Towards Online Teaching*
 
This course introduces potential faculty and/or administrators to online education fundamentals and is a prerequisite to both the Online Teaching Certificate and the Blended Teaching Certificate programs. Not only will you discuss the concepts but you’ll use the technologies to gain practical "hands-on" experience.


Objectives: Compare face-to-face and online teaching, including expectations, role adjustments, and course design; Apply the principles of effective participation through chat and discussion; Use synchronous and asynchronous technologies; Prepare for managing online classes, workload and resources

Outcome: Creation of a syllabus for your online course

Getting Started: The First Step Towards Online Teaching*
 
This course introduces potential faculty and/or administrators to online education fundamentals and is a prerequisite to both the Online Teaching Certificate and the Blended Teaching Certificate programs. Not only will you discuss the concepts but you’ll use the technologies to gain practical "hands-on" experience.


Objectives: Compare face-to-face and online teaching, including expectations, role adjustments, and course design; Apply the principles of effective participation through chat and discussion; Use synchronous and asynchronous technologies; Prepare for managing online classes, workload and resources

Outcome: Creation of a syllabus for your online course

Getting Started: The First Step Towards Online Teaching*
 
This course introduces potential faculty and/or administrators to online education fundamentals and is a prerequisite to both the Online Teaching Certificate and the Blended Teaching Certificate programs. Not only will you discuss the concepts but you’ll use the technologies to gain practical "hands-on" experience.


Objectives: Compare face-to-face and online teaching, including expectations, role adjustments, and course design; Apply the principles of effective participation through chat and discussion; Use synchronous and asynchronous technologies; Prepare for managing online classes, workload and resources

Outcome: Creation of a syllabus for your online course

Foundation Course
 

Foundation Course
 

Foundation Course
 

Foundation Course
 

So Sue Me: What You Need to Know About Copyright Compliance
 
It’s a fact. Online educators have been sued for using copyrighted materials to supplement an online course. And since publishers and the academic community have established a set of educational fair-use guidelines to provide standards and protection for educators, there’s no reason to take chances. After this course you’ll understand personal liability for copyright infringement as well as how to protect your own original works.

Objectives: Learn six rules for course design; Be familiar with fair use guidelines for public domain resources; Be able to share and protect original work that is published online.

Outcome: Apply the Six Rules for complying with copyright law in one of your courses.

Blended Learning - Part 1 of 3: Designing Courses and Building a Community
 
Change begets change. As distance learning becomes more popular, both students and teachers spend less time in class. Blended courses combine the best aspects of online education with the things that have always made traditional face-to-face instruction so effective. Faculty members discover new ways to teach and students become more accountable for their own learning.

Objectives: Reconceive your traditional face-to-face courses for a blended approach; Follow backwards design principles to design a course module; Build a learning community by adopting effective practices for asynchronous discussion; Learn techniques for integrating face-to-face and online work, and apply them to your own courses

Outcome: Construct a learning module for your blended course.

Using the Quality Matters Rubric to Improve Your Online Course
 
Recognizing quality is much like recognizing art; everybody sees something different. With regard to online courses, your students, faculty, administrators, peers, and accrediting bodies may not know what to look for in assessing quality. Defining quality standards proves crucial to successful course design and implementation.

Objectives: Identify strategies to improve course(s); Learn how to use the rubric tool developed by the nationally recognized, FIPSE-funded Quality Matters (QM) project; Affirm strong areas in course(s) and generate specific ideas for improvements; Create courses to meet the 17 essential standards.

Outcome: Create a Course Revision Plan (Rubric) for your online course based on the Quality Matters Rubric.

MERLOT 101: Share Teaching and Learning Materials with The Online Community
 
Just as you might share a bottle of wine, you’re invited to share in MERLOT (Multimedia Educational Resource for Learning and Online Teaching). MERLOT ‘s goal is to improve the effectiveness of teaching and learning by increasing the quantity and quality of peer reviewed online learning materials that can be easily incorporated into faculty-designed courses. It’s a free and open online community designed for faculty, staff and students from around the world.  This webinar shows you how to easily navigate the MERLOT site and assignments will allow you to tailor work to your own disciplines and courses you are currently teaching. Participants can create “play lists” for materials that can be used for both face-to-face classes and online classes.

Objectives: Become a member of MERLOT and build a Member Profile; Familiarize yourself with the MERLOT website, including understanding how to Search and Browse; Be able to make Member Comments; Know how to Contribute Learning Material to MERLOT; Build and share a Personal Collection

Outcome: Create a personal collection of learning objects for your online classroom.

Fair is Fair? A Closer Look at Fair Use and the TEACH Act
 
Have a basic understanding of copyright law? If so, consider getting a closer look at the ‘fair use’ defense and the TEACH Act. The workshop offers insight into how courts really evaluate fair use factors when confronted with actual cases. In addition, the 9th Circuit's recent decision in Perfect 10 v. Amazon.com, Google.com et al. will be discussed.

Objectives: Review recent research on fair use decisions; Approach fair use analysis with the goal of advancing creativity; Learn about the implementation and impact of the TEACH Act; Build on your existing familiarity with copyright law; Develop a more nuanced understanding of fair use analysis

Outcome: Apply the affirmative obligations under the TEACH Act to one of your courses.

Blended Learning - Part 2 of 3: Delivering Content, Fostering Student Interactivity, and Assessing Learning
 
It’s time to rethink and redesign your approach to blended learning. When designed effectively, blended courses can improve learning and offer more effective use of your resources. Additionally, the blended modality provides for less passive, and more active, learning.

Objectives: Use a design protocol to choose appropriate types of content delivery; Review alternative models of blended course redesign with special reference to large enrollment courses; Advance student interactivity by organizing a small group assignment which integrates face-to-face and online learning; Be introduced to methods of assessment consistent with special features of blended learning, and develop a course assessment plan

Outcome: Develop an overall assessment plan for your blended course.

HyFlex: A Hybrid & Flexible Course Design Process For Blended Learning
 
HyFlex is a new approach to creating and managing blended courses that give students even greater time management options. A mash-up of the words ‘hybrid’ and ‘flexible,’ HyFlex allows students to choose whether they will attend a face-to-face class, or complete the required work online for any particular class date – with no “learning deficit”.

Objectives: Structure and deliver in a HyFlex environment; Present the course effectively (and professionally); Engage learners with generative learning activities; Use authentic assessment to evaluate student learning

Outcome: Creation of a plan to apply the HyFlex course design to your online course.

PowerPointless: Building Effective, Interactive, Presentations that don’t end in .ppt
 
Face it. PowerPoint was revolutionary. But it’s often been chided for being a linear, one-way, communication tool. Overused in education, PowerPoint certainly doesn't easily invite continuing engagement, interaction and collective community building. Here we will examine a number of web-based presentation and publication alternatives that leverage the 2.0 potential to engage learners, build communities, enable global input and dissemination, and facilitate a continuing dialog.

Objectives: Understand the limitations of PowerPoint as it relates to presentation, publication and educational uses; Explore alternatives that are more eco-friendly, persistent for large audiences, and facilitate participation; Learn how to incorporate alternatives to PowerPoint into teaching

Outcome: Create a presentation for your online course with your chosen technology alternative

Atten-Shun! How to Better Serve Military Students
 
The 911 GI Bill encourages more service people to attend institutions of higher education. This workshop is designed to help you improve how you serve military students and the special challenges this poses. We’ll look at admissions and the role of the ESO and how TA is set up. We’ll talk about military portals and obstacles in attending colleges, discussing demographics of the military student, technological limitations, deployments and workload issues. We’ll also view studies of military students and show how they can best succeed.

Objectives: Identify barriers to the participation of military students in college; Identify the demographics of the military population and learn the pitfalls that keep colleges from adequately serving them; Understand issues involved in military education including the military portal system and the role of the ESO; Formulate a plan to appeal to military students

Outcome: Develop a strategy for increasing the share of military students your college serves with specific strategies and changes.

Blended Learning - Part 3 of 3: Stay Organized and Evolve (Before, During, and After)
 
Why complicate things? By always keeping course goals top of mind, effective blended course design should remain simple. Faculty should integrate course components, develop templates, use assessment rubrics – and always have a contingency plan. By evaluating course redesign before, during, and after the initial course offering, you’ll always stay on track for improvement.

Objectives: Identify strategies to stay organized, to manage workload, and to ultimately help students;
Use a comprehensive blended learning checklist to evaluate course redesign and develop a plan to guide you through the remainder of the process; Produce a draft syllabus for critique and further development

Outcome: Produce a course redesign plan for you blended course.

The Equation: Collaboration + Discussion + Facilitation = Better Online Learning
 
Similar to a single spark creating a roaring fire, it takes only one interaction to stimulate an online classroom. Each subsequent interaction offers new perspectives, points of view, ideas, questions, and disagreements. Through collaboration and discussion, both online facilitators and students share in the learning process.

Objectives: Participate in, increase, and provide quality engagement in an online academic environment; Discuss thread design: threading, pace, sequencing discussion prompts, using Socratic dialog, modeling reflective exchange, and closing down an exchange; Help students communicate clearly without the aid of nonverbal communication cues; Create exemplary exchanges

Outcome: Creation of an implementation plan for a minimum of two new discussion engagement strategies.

Enhancing Your Course's Accessibility The Easy Way
 
You want to make your course accessible to as many learners as possible? No sweat! In this workshop we’ll discuss how to create documents in accessible formats, explore productivity tools to promote learner engagement, and discuss how learners with disabilities use assistive technology to navigate online learning environments. We’ll look at Universal Course Design best practices and evaluating the accessibility of online classes with a new assessment tool developed by Macquarie University. You will also be provided with a resource list of open source and freeware applications you can use to build greater access into on-line environments.

Objectives: Learn how to create accessible Power Point and PDF files; Discuss best practices techniques for formatting web pages;
Explore open source and freeware productivity tools that you can use to build greater course access, and promote learner engagement and retention; Evaluate a new web-based application developed to assess online course accessibility and usability

Outcome: Create a fully accessible online syllabus, assignment, or activity for your online course.