The document discusses features of quality online courses that develop 21st century skills. It recommends that online courses incorporate collaborative activities like group projects and discussions to develop communication, creativity and problem-solving skills. Quality online courses also engage students through varied content, include social elements, and use multiple media like images and videos instead of just text.
This session explored the considerations when developing a digital citizenship matrix or scope and sequence for implementation in your school. The session scaffolds the planning process and considers a variety of delivery programs.
Core digital learning tools for your classroom June Wall
Selecting resources and tools for learning is an ever changing task for educators. This session will share core information resources and tools that support a holistic implementation of digital literacy in your classroom.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
This session explored the considerations when developing a digital citizenship matrix or scope and sequence for implementation in your school. The session scaffolds the planning process and considers a variety of delivery programs.
Core digital learning tools for your classroom June Wall
Selecting resources and tools for learning is an ever changing task for educators. This session will share core information resources and tools that support a holistic implementation of digital literacy in your classroom.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Speakers: Susan Adams, Associate Director, Teaching & Learning, Achieving the Dream, Inc.
Jon Iuzzini, Director of Teaching & Learning, Achieving the Dream, Inc.
– Moderator: Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Presentation: Exploring Culturally Responsive Teaching and Learning Strategies in Designing Equitable Digital Learning Environments
https://sunyonlinesummit2021.edublogs.org/2021/02/04/culturally-responsive/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Technology Skills for the 21st Century ESL TeacherEdu Nile
Technology Skills for the 21st Century ESL Teacher. A presentation at Qatar TESOL 11th annual conference (Feb. 20-21, 2015).
*Co-presenters: Ismail Fayed & Islam Mohamed
Reflecting on Learning Support Roles to Enhance Instructional EffectivenessDenise Nacu
What roles do we play as educators, and how can technology enhance our ability to play them? Drawing from research, we will share a framework that describes ways that educators support learning online and face-to-face. Reflecting on these roles--and understanding how technology can enable or enhance them—provides an approach for effective instructional design.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Adams & Iuzzini: Exploring Culturally Responsive Teaching and Learning Strate...Alexandra M. Pickett
SUNY Online Summit 2021 Day 3 Presentation
Speakers: Susan Adams, Associate Director, Teaching & Learning, Achieving the Dream, Inc.
Jon Iuzzini, Director of Teaching & Learning, Achieving the Dream, Inc.
– Moderator: Lisa Melohusky, Online Learning Coordinator, SUNY Fredonia.
Presentation: Exploring Culturally Responsive Teaching and Learning Strategies in Designing Equitable Digital Learning Environments
https://sunyonlinesummit2021.edublogs.org/2021/02/04/culturally-responsive/
https://sunyonlinesummit2021.edublogs.org/tag/day-3/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Technology Skills for the 21st Century ESL TeacherEdu Nile
Technology Skills for the 21st Century ESL Teacher. A presentation at Qatar TESOL 11th annual conference (Feb. 20-21, 2015).
*Co-presenters: Ismail Fayed & Islam Mohamed
Reflecting on Learning Support Roles to Enhance Instructional EffectivenessDenise Nacu
What roles do we play as educators, and how can technology enhance our ability to play them? Drawing from research, we will share a framework that describes ways that educators support learning online and face-to-face. Reflecting on these roles--and understanding how technology can enable or enhance them—provides an approach for effective instructional design.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Dr. Timothy Gadson - Leveraging Technology in Education: Empowering Educators...Timothy Gadson
Explore the dynamic world of educational technology alongside Dr. Timothy Gadson in this enlightening presentation, "Leveraging Technology in Education: Empowering Educators and Students." Delve into cutting-edge strategies and practical insights designed to equip educators with the tools they need to effectively integrate technology into their teaching practice. Discover how technology can be leveraged to engage students, personalize learning experiences, and promote equity in education. From digital resources to innovative teaching methods, this presentation covers a wide range of topics to inspire and empower educators to harness the full potential of technology in the classroom.
From a 5/16/13 webinar:
Today's K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences, resource challenges and to take advantage of the individualized learning that can occur in online and blended learning.
-Discover the iNACOL National Standards for Quality Online Courses
-Explore the Moodle course management system to create online and blended learning experiences
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
It is not simple to predict, and in particulate predict the future (and hype is always there). After having outlined state of play in ICT enabled pedagogy, using the US as an example, OER is presented as an opportunity for innovation in education - and a learning process facilitating innovation is presented. What is next? Exiting opportunities are knocking on our door: VR, AR, AI and more to come - take care, the learner is in the core.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. •21st century skills: what and why?
•How online supports 21st century skills
development
•Features of quality online courses
•Q & A
3.
4. •Effective communication and interpersonal skills in a global
community
•Inventive thinking skills (creativity, problem solving, critical
thinking)
•Collaboration, productivity and team-building skills
•Digital age literacy skills (technological, cultural, global
awareness)
•All in Internet time
• www.21stcenturyskills.org: Learning for the 21st Century – A report and Mile
Guide for 21st Century Skills by Partnership for 21st Century Skills
“…Critical thinkers and problem solvers who can
communicate, collaborate and have a global
awareness”
5. Critical thinking and problem solving
Creativity and innovation
Collaboration, teamwork and leadership
Cross-cultural understanding
Communications and media fluency
Computing and information communication
technology (ICT) fluency
Career and learning self-reliance
11. Preparing students for the 21st Century
requires changes in our instructional process
◦ New skills and new pedagogy are
needed
◦ The tools of teaching have evolved
and must be re-learned
Technology has reshaped the dynamic of our
classroom
12. ◦ Foster community-building
◦ Facilitate project-based and collaborative
learning
◦ Promote an online dialogue to deepen the
learning experience
◦ Specify learning objectives for students, then
design activities and assessments based on them
◦ Develop or modify an interesting, challenging,
and rigorous online course that meets national
curriculum standards
13.
14.
15. E-learning factors for success
•Engaging course design
•Collaboration and student interactions
built into e-learning elements
•Varied and interdisciplinary course catalog
•Teacher skills with online facilitation
16. Content draws their attention
They have choice and interest
Content is accessible and varied
Classes included social elements
They have a choice of assignments
Not text alone: images and pictures
Being interested in the content
17. Supportive school environment/school
leaders
Strong vision around 21st century,
student-centered learning
Seamless integration of Open Educational
Resources and digital technologies
Rethink classroom time to meet the needs
of all learners and to increase student-
student interaction
Quality, flexible, job-embedded PD
18. • Incorporate a variety of media and
voices into course design(e.g., text,
video, podcasts, websites, discussion
forums, wikis/blogs, journals,
slideshows, etc.)
Diversify the
approach
• Use Open Educational Resources to
integrate quality content, create
engaging learning experiences, and take
students beyond the classroom
Move beyond
the textbook
• Use co-synchronous instructional design
as the foundational standard, and
integrate synchronous elements
Create online
classroom
experiences
19.
20.
21. Clearly stated course objectives
Alignment with curriculum standards
Rigorous content
Information literacy and communication skills
Multiple learning resources
22.
23. Course design incorporates varied ways to
learn and master the curriculum
24.
25. Course is organized by units and lessons
which contain:
Overview
Activities
Assignments
Assessments
Resources
26.
27.
28.
29.
30.
31.
32. Active learning activities
Multiple learning pathways
Higher-order thinking and critical reasoning
activities
Adaptive learning activities
Course content written at appropriate
readability levels
36. Frequent and ongoing formative assessments
to check for student understanding
Assessment strategies and tools allow
students to self-monitor their academic
progress
37.
38. All technology requirements are specified
Prerequisite technology skills are identified
Content-specific tools and software used
appropriately
Course meets international interoperability
standards
Copyright and licensing status clearly stated
40. Instructor trained in:
online course delivery system
behavioral, social and emotional aspects of online
teaching and learning
Facilitating online student engagement
Technical support provided to students,
teacher and school coordinator
Instructional support provided to instructors
Students offered online orientation course
prior to course start
41. •Communication and interpersonal skills in
a global community
•Inventive thinking skills (creativity, problem
solving, critical thinking)
•Collaboration, productivity and team-
building skills
•Digital age literacy skills (technological,
cultural, global awareness)
42. Communication and interpersonal skills
◦ Learning netiquette
◦ Online discussions
◦ Collaborative activities:
team projects,
Wikis
Inventive thinking skills (creativity, problem solving,
critical thinking)
◦ Project-based learning activities
◦ Debates, simulations
Collaboration, productivity and team-building
Digital/Internet literacy skills
◦ Research
◦ Copyright
◦ Presentation
43. The goals and objectives clearly state what the participants
will know or be able to do at the end of the course. The
goals and objectives are measurable in multiple ways
The course content and assignments are aligned with the
state’s content standards, common core curriculum, or
other accepted content standards set for Advanced
Placement®courses, technology, computer science, or other
courses whose content is not included in the state standards
The course content and assignments are of sufficient rigor,
depth and breadth to teach the standards being addressed
Information literacy and communication skills are
incorporated and taught as an integral part of the
curriculum
Multiple learning resources and materials to increase
student success are available to students before the course
begins
44. A clear, complete course overview and syllabus are
included in the course
Course requirements are consistent with course
goals, are representative of the scope of the
course and are clearly stated
Information is provided to students, parents and
mentors on how to communicate with the online
instructor and course provider
45. The course reflects multi-cultural education, and
the content is accurate, current and free of bias or
advertising.
Expectations for academic integrity, use of
copyrighted materials, plagiarism and netiquette
(Internet etiquette) regarding lesson activities,
discussions, and e-mail communications are
clearly stated.
Privacy policies are clearly stated.
46. Online instructor resources and notes are
included.
Assessment and assignment answers and
explanations are included
47. Course design reflects a clear understanding of
all students’ needs and incorporates varied
ways to learn and master the curriculum
48. The course is organized by units and lessons
that fall into a logical sequence. Each unit and
lesson includes an overview describing
objectives, activities, assignments,
assessments, and resources to provide
multiple learning opportunities for students to
master the content.
49. The course instruction includes activities that engage
students in active learning.
The course and course instructor provide students with
multiple learning paths, based on student needs that engage
students in a variety of ways.
The course provides opportunities for students to engage in
higher-order thinking, critical reasoning activities and
thinking in increasingly complex ways.
The course provides options for the instructor to adapt
learning activities to accommodate students’ needs
Readability levels, written language assignments and
mathematical requirements are appropriate for the course
content and grade-level expectations.
50. The course design provides opportunities for appropriate
instructor-student interaction, including opportunities for
timely and frequent feedback about student progress.
The course design includes explicit
communication/activities (both before and during the first
week of the course) that confirms whether students are
engaged and are progressing through the course. The
instructor will follow program guidelines to address non-
responsive students.
The course provides opportunities for appropriate
instructor-student and student-student interaction to foster
mastery and application of the material.
51. Students have access to resources that enrich
the course content.
52. Student evaluation strategies are consistent
with course goals and objectives, are
representative of the scope of the course and
are clearly stated.
The course structure includes adequate and
appropriate methods and procedures to assess
students’ mastery of content.
53. Ongoing, varied, and frequent assessments are
conducted throughout the course to inform
instruction.
Assessment strategies and tools make the
student continuously aware of his/her
progress in class and mastery of the content.
54. Assessment materials provide the instructor
with the flexibility to assess students in a
variety of ways.
Grading rubrics are provided to the instructor
and may be shared with students.
The grading policy and practices are easy to
understand.
55. The course architecture permits the online
instructor to add content, activities and
assessments to extend learning opportunities.
The course accommodates multiple school
calendars; e.g., block, 4X4 and traditional
schedules.
56. Clear and consistent navigation is present
throughout the course.
Rich media are provided in multiple formats for
ease of use and access in order to address
diverse student needs.
57. All technology requirements (including hardware,
browser, software, etc...) are specified.
Prerequisite skills in the use of technology are
identified.
The course uses content-specific tools and
software appropriately.
The course is designed to meet internationally
recognized interoperability standards.
Copyright and licensing status, including
permission to share where applicable, is clearly
stated and easily found.
58. Course materials and activities are designed to
provide appropriate access to all students. The
course, developed with universal design
principles in mind, conforms to the U.S.
Section 504 and Section 508 provisions for
electronic and information technology as well
as the W3C’s Web Content Accessibility
Guidelines (WCAG 2.0).
59. Student information remains confidential, as
required by the Family Educational Rights and
Privacy Act (FERPA).
60. The course provider uses multiple ways of
assessing course effectiveness.
The course is evaluated using a continuous
improvement cycle for effectiveness and the
findings used as a basis for improvement.
61. The course is updated periodically to ensure
that the content is current.
62. Course instructors, whether face-to-face or
virtual, are certificated and “highly qualified.”
The online course teacher possesses a
teaching credential from a state-licensing
agency and is “highly qualified” as defined
under ESEA.
63. Professional development about the online course delivery system is
offered by the provider to assure effective use of the courseware and
various instructional media available.
The course provider offers technical support and course management
assistance to students, the course instructor, and the school coordinator.
Course instructors, whether face-to-face or virtual, have been provided
professional development in the behavioral, social, and when necessary,
emotional, aspects of the learning environment.
Course instructors, whether face-to-face or virtual, receive instructor
professional development, which includes the support and use of a variety
of communication modes to stimulate student engagement online.
The provider assures that course instructors, whether face-to-face or
virtual, are provided support, as needed, to ensure their effectiveness and
success in meeting the needs of online students.
Students are offered an orientation for taking an online course before
starting the coursework.