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UNLV's Office of Online Education


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A description of UNLV's Office of Online Education including collaborative processes and services.

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UNLV's Office of Online Education

  1. 1. Presenter: Michael Wilder Instructional Design Coordinator Destiny has led Michael on a dual career path of both education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and college faculty. Preparing to teach an online course
  2. 2. Learning Objectives By participating in this presentation, participants will be able to take the next step in preparing to teach online. These steps include: • Plan and prepare to develop an online course. • Collaborate with the Office of Online Education toward the development of a fully online or blended course. • Employ online teaching strategies that nurture student success.
  3. 3. Questions: How many have taken an online course before? How many have taught an online course before?
  4. 4. Online Education Enrollment Growth 507 35865 0 5000 10000 15000 20000 25000 30000 35000 40000
  5. 5. Degree Programs Offered  Doctor of Philosophy in Nursing; Nursing Education Track  Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Track  Doctor of Philosophy in Nursing; Sustainable Health  Doctor of Nursing Practice  Master of Science in Nursing; Nurse Educator Track  Master of Science in Nursing; Family Nurse Practitioner Track  Master's of Hospitality Administration (MHA)  Master’s of Educational Psychology (Fall 2015)  B. S. in Public Administration  B. A. in Social Science Studies
  7. 7. Preparing to teach an online course Course Development Process 1 CONTENT DEVELOPMENT 3 5 2 4 6 INITIAL CONTACT COURSE DEVELOPMENT FORM SUBMISSION FINAL APPROVAL COURSE DEVELOPMENT TEAM MEETINGS COURSE DEVELOPMENT FORM SUBMISSIONThe subject matter expert (SME) initiates the development process by completing the online course development form. The subject matter expert meets with OE representatives to identify learning objectives and conduct initial planning. Based upon the educational content delivered by the SME, all members of the development team collaboratively organize and create the elements of the online curriculum. The course development form is approved by the academic unit dean, department chair, and OE director. The course development team meets regularly with the subject matter expert to collaboratively plan and approve the development of online curriculum. Once the course has been completed, the subject matter expert, instructional designer, instructional design coordinator, and OE director review the course for completion and quality standards.
  8. 8. Preparing to teach an online course
  9. 9. Preparing to teach an online course
  10. 10. Definition of Blended  Formal education program in which a student learns: 1. at least in part through online learning, with some element of student control over time, place, path, and/or pace; 2. at least in part in a supervised brick-and- mortar location away from home; 3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” (Clayton Christensen Institute, 2013) Clayton Christensen Institute, (2013). Key Concepts: Blended Learning. Retrieved from
  11. 11. Quality Assurance • Evidence-based • Standards are supported by literature and best practices in online learning • Set of 8 General standards and 43 specific review standards • Rubric focuses on course design and alignment (learning objectives, assessments, course activities, technology, etc.)
  12. 12. Preparing to teach an online course Homework Activity: Initial course planning Purpose: The purpose of this activity is to begin thinking about (and sharing) the initial elements of an online course. Task: Review the “Course information worksheet” and the “Course organization overview” documents, draft some initial information, then share this information with someone in your group. Criteria for success: Participants will have met the criteria for success by drafting basic information about a proposed online course and discussing this information with peers.
  13. 13. Question: How long does it take to develop a new online or hybrid course?
  14. 14. What does an online course look like?
  15. 15. Slide Title Slide Content Presentation Title
  16. 16. Customized Learning Objects and Visualizations
  17. 17. Interactive Applications
  18. 18. UNLV School of Nursing The establishing scene presents a 3d animation of the virtual building.
  19. 19. UNLV School of Nursing Hotspots in three patient rooms and at the nursing station provide interactivity
  20. 20. UNLV School of Nursing Virtual Gero Floor: Hotspots reveal information about the clinical case scenario
  21. 21. UNLV School of Nursing In this example, the student clicks to reveal the readings of Pulse Oximetry Machine. Other hotspots provide additional information which students check before answering the Scenario Questions.
  22. 22. 3-D Artwork
  23. 23. Enhancing a student’s focus on course content Design matters in online courses Instructional design of content Consistent navigation
  24. 24. Consistent syllabus content
  25. 25. Consistent look and feel of content and art
  26. 26. Consistent look and feel of content and art
  27. 27. Preparing to teach an online course Isolation The isolation that many students may feel in an online course is the hardest symptom for educators to combat (Palloff & Pratt, 1999).
  28. 28. Preparing to teach an online course Swift Trust "The most effective online teachers get a good start in the very first week, which is the essence of swift trust, with online communication. Once established, swift trust will carry over into the remainder of the semester if high levels of action are maintained." Coppola, N. W., Hiltz, S. R., & Rotter, N. G. 2004
  29. 29. Preparing to teach an online course Welcome Letter • Self-introduction • Course description • Prerequisites • Textbook / materials • Major assignments • Test dates • Contact information • Warm and sincere • Sets up “swift trust” Student roster and e-mail addresses obtained through MyUNLV
  30. 30. Preparing to teach an online course Introductory video Shows that you are: • Human • Present • Prepared • Available Explains how the course works. Doesn’t need to have high production values.
  31. 31. Preparing to teach an online course Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
  32. 32. Preparing to teach an online course Introductory discussion post • Be the first one to post (model) • Read and respond to every student post • Make the introductory discussion gradable and mandatory
  33. 33. Preparing to teach an online course Instructor Web site • Area of research • Credentials / Vitae • Teaching philosophy • Contact information • Office hours • Map to office
  34. 34. Module videos
  35. 35. Preparing to teach an online course Personal contact After one week, personally contact students that haven’t entered the course. Later in the course, personally contact students that are falling behind.
  36. 36. Question: What tips do you have for nurturing the success of students at the beginning of the semester?
  37. 37. Preparing to teach an online course
  38. 38. WebCampus Tool Tips • Course Copy – course-content • Date Management Tool – management • Known Issues –
  39. 39. Contact WebCampus Support IT Help Desk E-mail: Telephone: 702-895-0777 Hours: 7am – 11pm 7 days a week including holidays Web form: WebCampus Tipsheets:
  40. 40. Questions? Please use the chat window to type in your questions.