Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Faculty Development Online Course Plan

84 views

Published on

This is a plan that was used to develop an online faculty preparation course.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Faculty Development Online Course Plan

  1. 1. Course Plan COURSE TITLE Faculty Preparation for Online Teaching COURSE DESCRIPTION This self-paced asynchronous course with five modules is designed as an introduction to help faculty develop and facilitate high-quality distance learning experiences for students. The purpose of this course is to provide a technical and pedagogical foundation for the choices that instructors will make as they develop their own courses. Each module involves participants in an exploration of the essential components of online course development and facilitation. LEARNING OBJECTIVES 1. Participants will be able to identify the LMS tools and institution-approved template features that address their students’ basic needs. 2. Participants will be able to apply Knowles’ 4 Principles of Andragogy and Blooms Taxonomy to construct measurable learning objectives. 3. Participants will be able to discriminate between assessments, objectives, and instructional strategies that align and those that do not. 4. Participants will be able to identify strategies for selecting and building accessible content. 5. Participants will be able to recognize best practices for facilitating learning, developing a learning community, and providing feedback. ASSESSMENTS • Participants will take a quiz composed of multiple choice questions and drag- and-drop questions where they will label photos with the features of the institution-approved template and the coordinating LMS tools. • Participants will be provided with sample objectives. Participants will determine if the objectives are measurable. • Participants will develop a course plan where they will identify and align the appropriate assessments with the coordinating objectives and instructional strategies. • Participants will use common methods and strategies to add alt text to an image in Blackboard and in a Microsoft Word doc.
  2. 2. • Participants will engage in a discussion and use a case study to evaluate best practices in higher education and provide feedback. ENGAGEMENTS • Participants will match images of institution-approved template features to particular student needs. Feedback will be provided after each selection. • Participants will practice adding content to a sample course module in the LMS. • Participants will be provided with sample objectives. Participants will determine if the objectives are measurable. • Participants will engage with an interactive Tutorial of Bloom’s Taxonomy. • Participants will explore the template for a course plan which aligns assessments, objectives, and instructional strategies. • Participants will complete an interactive tutorial on Biggs’ Model of Constructive Alignment. • Participants will download and use the NVDA screen reader to explore online content from one of their current courses. Participants will write a journal on their experience. • Participants will use a hearing loss simulator. • Participants will review and categorize examples of feedback into different types. EXPLORATIONS • Participants will review a list of student characteristics and needs. • Participants will review images of available institution-approved course template features • Participants will watch a video tutorial of the LMS and ASUMH Template features. • Participants will watch a video about Knowles’ 4 principles of Andragogy. • Participants will review an image of Bloom’s Taxonomy. • Participants will review of list of Bloom’s Taxonomy Action Verbs. • Participants will watch a video about course alignment. • Participants will review a university resource which describes course alignment. • Participants will watch a video that describes adding alt text to an image in Blackboard. • Participants will review a document on accessibility laws. • Participants will review a web page on building accessible content. • Participants will review an image outlining the RISE model for effective feedback.
  3. 3. • Participants will watch a video on Chickering and Gamson’s best practices in undergraduate education. ALIGNMENT Learning Objectives: 1. Participants will be able to identify the LMS tools and templates that address their students’ basic needs. o Assessment(s): ▪ Participants will take a quiz composed of multiple choice questions and drag-and-drop questions where they will label photos with the features of the institution-approved template and the coordinating LMS tools. o Engagement(s): ▪ Participants will match images of institution-approved template features to particular student needs. Feedback will be provided after each selection. ▪ Participants will practice adding content to a sample course module in the LMS. o Exploration(s): ▪ Participants will review a list of student characteristics and needs. ▪ Participants will review images of available institution- approved course template features ▪ Participants will watch a video tutorial of the LMS and ASUMH Template features. 2. Participants will be able to apply Knowles’ 4 Principles of Andragogy and Blooms Taxonomy to construct measurable learning objectives. o Assessment(s): ▪ Participants will use an external, virtual objective builder to develop 3 measurable learning objectives for a course module. The objective builder will provide immediate guidance and suggestions. Feedback will be given after the objective are submitted for review. o Engagement(s): ▪ Participants will be provided with sample objectives. Participants will determine if the objectives are measurable. ▪ Participants will engage with an interactive Tutorial of Bloom’s Taxonomy. o Exploration(s): ▪ Participants will watch a video about Knowles’ 4 principles of Andragogy. ▪ Participants will review an image of Bloom’s Taxonomy. ▪ Participants will review of list of Bloom’s Taxonomy Action Verbs.
  4. 4. 3. Participants will be able to discriminate between assessments, objectives, and instructional strategies that align and those that do not. o Assessment(s): ▪ Participants will develop a course plan where they will identify and align the appropriate assessments with the coordinating objectives and instructional strategies. o Engagement(s): ▪ Participants will explore the template for a course plan which aligns assessments, objectives, and instructional strategies. ▪ Participants will complete an interactive tutorial on Biggs’ Model of Constructive Alignment. o Exploration(s): ▪ Participants will watch a video about course alignment. ▪ Participants will review a university resource which describes course alignment. 4. Participants will be able to identify strategies for selecting and building accessible content. o Assessment(s): ▪ Participants will use common methods and strategies to add alt text to an image in Blackboard and in a Microsoft Word doc. o Engagement(s): ▪ Participants will download and use the NVDA screen reader to explore online content from one of their current courses. Participants will write a journal on their experience. ▪ Participants will use a hearing loss simulator. o Exploration(s): ▪ Participants will watch a video that describes adding alt text to an image in Blackboard. ▪ Participants will review a document on accessibility laws. ▪ Participants will review a web page on building accessible content. 5. Participants will be able to recognize best practices for facilitating learning, developing a learning community, and providing feedback. o Assessment(s): ▪ Participants will engage in a discussion and use a case study to evaluate best practices in higher education and provide feedback. o Engagement(s): ▪ Participants will review and categorize examples of feedback into different types. o Exploration(s): ▪ Participants will review an image outlining the RISE model for effective feedback. ▪ Participants will watch a video on Chickering and Gamson’s best practices in undergraduate education.

×