Learn To Teach Online
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This document summarizes a 6-course certificate program for online teaching offered through Merritt College. The program covers topics like online pedagogy, using content management systems like Moodle, blending online and in-person learning, designing effective course materials and assessments, and ensuring accessibility. Upon completion of the program, participants will have developed an online course shell and hybrid course model to transfer their teaching skills to an online environment. The full certificate and individual course information can be found on the listed website.
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This document discusses e-learning and blended learning. It defines e-learning as learning facilitated through technology, typically available online through web formats and hyperlinks. Blended learning combines online and in-person learning, allowing students to access materials, collaborate online, and complete assignments. Moodle is introduced as a course management system that allows teachers to create online courses, manage student information, and track grades. The document provides guidance on starting small when designing online courses, testing activities before implementing them fully, and considering different course designs like introductory, skills-based, theory, and capstone courses. It suggests which Moodle tools are best suited to different course types.
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This document discusses digital teaching and the shift from traditional to modern pedagogical approaches. It outlines key differences between traditional and digital teaching such as a focus on complete learning over syllabus completion and experiential versus rote learning. The changing role of teachers as facilitators rather than only information providers is also covered. Features of digital teaching like enhanced interaction and flexibility are presented. Learning management systems and tools like Moodle that support online learning are also summarized.
Facilitator Training Program
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
facilitator training program
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
Creating Accessible Course Content
1. The document provides tips for creating accessible course content in learning management systems, including using open communication, redundancy, flexibility, and ensuring HTML content is accessible.
2. It recommends introducing yourself, explaining the course, and encouraging students to contact you for assistance. It also suggests building clarity and redundancy into lesson plans.
3. The document also advises accommodating different students' needs by allowing alternative assignments, providing materials in advance, and allowing additional time for students who require it.
Blogs case study
North East Worcestershire College implemented blogging tools to better support low ability students in art and design. An action plan aimed to increase communication, analytical skills, and inclusion through relevant web technologies. A trial session was successful, with students engaged in blogging responses to online videos. The lecturer became more engaged with the learning management system. Challenges included initial reluctance overcome by enthusiasm, and a few students struggling with saving blog posts. Outcomes included the lecturer taking a more positive view of eLearning and using blogs for feedback and assessment. Further use of blogs and blended learning is planned based on this success.
Flipped classroom approaches
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
The Top 5 Blended And Flipped Classroom Tools
Blended and Flipped Classrooms can give students more control over their learning path. Added to tha...
E-learning presentation
E-learning refers to learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It can involve fully online courses, programs, or degrees delivered via the internet. Key aspects of e-learning include various online learning management systems that allow students to access course materials and interact with instructors and classmates from anywhere. While e-learning has benefits like flexibility, consistency, and retention of materials, it also faces limitations such as electricity outages, slow internet speeds, and a lack of multimedia technologies in some areas. Overall, e-learning has been shown to improve learning outcomes when implemented effectively.
Preparing Instructors to Teach Online: Two Faculty Development Models
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Knight Tpol 10.Ppt
This document discusses key aspects in the theory and practice of online learning. It covers instructional design considerations for online courses, the evolution of online learning from early text-based courses to today's use of learning management systems, and strategies for effective online course development and teaching. Faculty support, active learning, technical skills, and collaborative course development are important factors for creating high-quality online instruction.
Effective Online Learning
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
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Learn To Teach Online
- 1. Learn to Teach Online From Pedagogy to Practice By Alexis Alexander
- 2. Merritt College in Oakland Ca.
- 3. All of these courses are at http://eperalta.org/merritt These are the 6 classes that comprise the certificate Moodle Self Help is a course anyone can access with lots of how to videos
- 4. Course #1 EDT 01 This course focuses on Online Teaching Pedagogy
- 5. The first week is about Universal design, learning styles and discovering your own teaching style
- 6. Accessibility is very important element of course design This week is about building your course outline
- 7. What kind of a facilitator are you and how can you transfer your teaching style and skills to an online environment?
- 8. Are you up to date on finding resources online? What about Multimedia?
- 9. Your students need effective assessment, and so do you!
- 10. In this first course you have an opportunity to begin to dabble in building an online shell
- 11. Course #2 EDT 2 This course focuses on how to use a CMS, in this case we are using Moodle
- 12. The first week you get your Moodle shell
- 13. The second week is all about Content, content, content. You will be introduced to all the basic tools for adding content in Moodle
- 14. Moodle has some great tools for interaction for students This week we will be adding live chat, forums and assignments
- 15. This week is about eBooks and Google Docs
- 17. At the end of this course, you will have a well developed Moodle Shell
- 18. Course #3 EDT 3 This course focuses on blending learning
- 20. One of the valuable opportunities that faculty who take these classes have is a chance to talk online with other instructors who are also exploring new ideas and trying out new technologies
- 21. Student motivation is a big topic for online instructors
- 22. There are many resources online for creating or getting content. In may ways you can make a much richer experience for students because of the variety of modalities for content delivery
- 23. Assessment changes in the online setting. You need to assess students, but also provide a way for students to give you feedback on the effectiveness of your course
- 24. At the end of this course, you should have a well developed hybrid course model
- 25. Course #4 EDT 4
- 29. By this point in theses courses, you should already have a grasp of how to use these online tools, so in this course you have a chance to make some effective course materials
- 30. This is assessment as in the instructional design aspect of online course building
- 32. Course #5 EDT 5
- 39. Course #6 EDT 6
- 41. Multimedia
- 46. Accessibility is a constant issue and theme in all of these courses
- 47. Want to Learn More? Check out http://eperalta.org/emerritt Or email me at aalexander@peralta.edu