Skip Login LoginESC Region XIWhat Others Are Saying...The members in our class offer insightful ideas that will enrich my teaching experience. This course has been put together in a very clever way. Every part of it is an; ah….hah turn on the light bulb experience. There is no such thing as just reading what we are supposed to do; we have not been passive learners. Our learning has been very active. Every part of the course has given us a model to follow. The syllabus, guides , activities, and mentoring of the instructor have all been ideal in providing a positive learning experience.
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Online Course Development This course is part of our Online Teaching and Learning program. Schedule/registration and cost information are available in the ESC Region XI Workshop catalog Online Course Development - Best Practices in Online Teaching and Learning listing.
This service is part of our Online Teaching and Learning program. Schedule/registration and cost information are available in the ESC Region XI Workshop catalog Online Instructor Mentoring Network - Best Practices in Online Teaching and Learning listing.
Schedule/registration and cost information are available in the ESC Region XI Workshop catalog listing:
Looking for more online learning opportunities, see all that we have to offer. Course Descriptions Online Course Development The Online Course Development course is designed to cover information needed for the planning and design of an online course for each level of webness. After completion of this course, the participant will be ready to continue with the development of their online course. They will get lots of opportunities to practice what they learn. Participants can discuss the course, ask questions, and get help with special problems through the course discussions. The course is divided into four Modules. In each module, there is a syllabus which lists several discussion activities. Details for each of the discussion activities can be found in these module syllabi. The course is based on Student - Centered Pedagogy. The objectives that this course addresses are the NACOL Standards for Quality Online Teaching. Website/Summaries/Analysts Discussion: Modules may include a website and/or a summary/analysis discussion. These activities will introduce the participants to resources available on the web and application of the course content. They are to summarize and analyze the content of these websites or activities, and create a link to the website if appropriate so others can go to it and discuss it with fellow classmates. In addition, the participant must discuss the websites or summaries/analyses posted by at least one other student. Topic Student-led Discussions: In modules you will find Topic Student-led Discussions. This is the way we cover the content. For several topics the participant will ask a "critical thinking" question about some aspect of that topic in the module. Other students will respond to their question, and the participant will then reply back to those responses. In addition they will answer some of the questions posed by other students, and they are required to reply to their fellow classmate answers. Product Discussion: Products, based on information the participant gained throughout the course, are required. Everyone is encouraged to keep up these "virtual discussions" as long as they are productive. The idea here is for each student to lead in the specific discussion with the other students about some important issue and/or website introduced in the module, and participate in a few others. A large percentage of a participant's CPE credit is determined by their participation in these discussions. These discussions will be graded. The participant is responsible for maintaining the quality of the discussion threads they lead. Every posting to a discussion should add something substantive to that discussion. Course Credit - 18 CPE Student Expectations: In the online classroom, this means that learners are responsible for actively seeking solutions to problems contained within the broad confines of the knowledge area being studied and raising the level of those solutions to one of more complexity. They are expected to view problems and questions from a number of perspectives, including the perspectives of other learners involved in the process. They are expected to question the assumptions presented by the instructor and those of the other students, as well as their own assumptions and ideas. "You will get out of the class what you put into it"... this couldn't be more true than in an online class. There is no instructor looking over a persons shoulder to make sure they are completing all the assignments. Learning online allows a person a lot of flexibility. It also takes self-discipline. Dedicate time at a regular interval to work on. 2) Participants are part of a virtual community. The goal for this class is to create a "community of learners;" therefore, there is an expectation for everyone to actively participate in discussion and peer review by contributing to and responding to at least one other contribution. Other classmates are looking forward to hearing from each other. They want to hear about discoveries and opinions on the lesson's topics. They are there to learn from each other and with each other. Please speak and listen with utmost respect. Check in, read, write, and say "hello." In short, the hope is that we will engage in a lively discussion about topics related to the online learning. Readings have been selected that it is hoped will spark this discussion and broaden perspectives on these topics. The primary role of the instructor is to act as a facilitator of learning, which is why taking responsibility for ones own learning and participation becomes so important. 3) Keep a Journal or "Learning Log". Keep a journal and submit reflections at the end of each Module. The intent of a journal is to highlight ones personal dimensions of learning; to articulate and document personal learning odyssey through this course. We strongly believe that learning is very personal and often 'what we learn' does not fall within the realm of standard assessments. Our hope is that a journal will help give us (and of course, the participant) a rich picture of their learning experience, and over time allow us to refine assessments to embrace the learning process in its entirety. 4) Course Competency: This program is developed with the expectation that a participant will already knows how to operate a computer with proficiency and browse the Internet. The course also has the expectation that the participant is a wanting participant in an online course environment. Course Schedule: Module 1: Analyze This
Module 2: Assessments and Course Materials
Module 3: Learning Activities
Module 4: Courses and Management
Evaluations: Individual performance is assessed based on (1) participation in the discussion as per module and (2) completion of all activities in each module. Credit will be awarded to a participant at the completion of the course based on the participation and completion of all of these assessments. A Product Descriptor (rubric) is posted for appropriate product assessment to enable a participant to set and obtain the points necessary for credit. If they do not obtain the credit necessary for each activity they can improve on the activity until the desired level is reached. The deadline for accepting any improvements on an activity is by the end of the course. Teaching With Technology TWT Online: Multimedia Presentations for the Classroom Learn the essential elements of a multimedia presentation, including appropriate use of fonts, graphics, audio and video for effective visual communication. Develop a lesson plan that emphasizes group collaboration in the creation of the multimedia presentation. Design a multimedia rubric for evaluating a student product and presentation. TWT Online: Spreadsheets and Charting for the Classroom TWT Online: Using a Database in the Classroom TWT Online: Web Pages and Classroom Internet Research Mentoring Network The mentoring network utilizes experienced online coaches to walk side-by-side with the instructors through their online teaching. Mentoring creates a great opportunity for the exchange of ideas; presents opportunities to celebrate success; puts forth the knowledge a beginning online teacher needs; affords the opportunity to see online instructor skills modeled; makes available the opportunity to practice skills in a safe environment; and offers feedback for the beginning online instructor. The mentoring network employs a variety of communication channels such as telephone, email, listserv, blogs, and online conferencing. There are also webinars full of tips for successful instruction, ideas for generating excitement in the course, and topical articles.
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Online Learning site is operated by the IT component of the Educational Technology divison. For more information please email Connie Swiderski |
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