Course: Learning to Teach Online
Modules:
Welcome to Learning to Teach Online!, Overview, Key Concept - Why is Online Teaching Important?, Case Study - Why is Online Teaching Important? (Optional), Case Study - Learning Online from a Student Perspective (Optional), Overview, Key Concept - Open and Institutionally Supported Technologies, Case Study - Using Google Sites to Build Online Portfolios (K-12) (Optional), Case Study - Learning Management System or the Open Web? (Optional), Assignment 1 Tips - How to Get the Most from the Assignment, Assignment 1 Tips - Evidence and Referencing, Assignment 1 Tips - Giving Constructive Feedback
Overview, Key Concept - Planning Online Learning, Case Study - Planning Your Online Class (Optional), Case Study - The Flipped Classroom (Optional), Case Study - Using Online Environments for Teaching Large Classes (Optional), Overview, Key Concept - Online Learning Activities, Case Study - Video Conferencing in Museum Education (K-12) (Optional), Case Study - Considerations for Choosing Technology (Optional), Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional), Case Study - Using Online Lectures to Support Active Learning (Optional), Case Study - iLabs - Online Access to Remote Laboratories (Optional), Case Study - Using Flickr as an Online Classroom (Optional), Case Study - Using Blogs for Peer Feedback and Discussion (Optional), Case Study - Teaching Using Scenario Based Simulations in Second Life (Optional), Case Study - Using Online Communities to Foster Collaboration in Visual Arts (K-12) (Optional)
Overview, Key Concept - Online Assessment Strategies, Case Study - Formative Online Assessment in Medicine (Optional), Case Study - Using Audio Feedback (Optional), Case Study - Using ePortfolios as a Reflective Teaching Tool (Optional), Overview, Key Concept - Online Resources, Case Study - Integrating Online Resources into Your Teaching (Optional), Case Study - Understanding Creative Commons (Optional), Case Study - Creating eBooks for Distance Education (Optional), Case Study - Hippocrates. Online Medical Tutorials (Optional)
Overview, Key Concept - Engaging and Motivating Students, Case Study - Engaging and Motivating Students (Optional), Case Study - Online Teamwork and Collaboration (Optional), Case Study - Conducting Effective Online Discussions (Optional), Case Study - Managing Your Time when Teaching Online (Optional), Case Study - Using Wikis for Student Collaboration (Optional), Case Study - Increasing Student Engagement Using Podcasts (Optional), Case Study - Flipped Language Class (Optional), Case Study - Fostering Student Engagement with Stile (K-12) (Optional), Overview, Key Concept - Evaluation Strategies, Case Study - Learning Analytics to Inform Teaching Practice (Optional), Assignment 2 Tips - How to Get the Most from the Assignment, Assignment 2 Tips - How to Assess Criterion 1, Assignment 2 Tips - How to Assess Criterion 2, Assignment 2 Tips - How to Assess Criterion 3, Assignment 2 Tips - How to Assess Criterion 4, Assignment 2 Tips - How to Assess Criterion 5
How do you keep a teacher's presence in an online environment?, The dangers of teaching online., What are the current main challenges about teaching online in your opinion?, What do we do to recruit, motivate and retain teachers?, What resistance do teachers have when they begin teaching online courses?, Who can help if you are a trailblazer?, How do we keep pace with current Web 2.0 technology?, How do you classify tools that sit between Open and LMS technologies?, How do you stop being overwhelmed or paralysed by all the options?, How to address risks associated with open access technologies while designing an online activity., Improving video production quality, What about the 'not invented here' syndrome?, What tools were used to make this MOOC?, Which platform better allows the use of a MOOC with interactive activities?, Dealing with different attitudes to online and blended learning, Handling copyright for online courses, How much time is needed to plan a 10 month online course?, Is blended learning always preferred?, Is there a difference between Learning Outcomes and Learning Objectives?, What advice do you have for creating the whole course from scratch?, What moderation techniques are used in the MOOC?, What is a rubric?, What is the one thing you think we should take away from the course?, What is your suggested structure for setting up online courses?, Alternatives to video recordings, BYOD Apps and Tools, How do you ensure quality assurance in online courses?, Scripting considerations for instructional videos, What are different approaches to using videos in online courses and which are most effective?, What is the ideal time duration for a podcast?, What is scenario based training?, Are videos assessed in a less nuanced way than written work?, Ensuring authenticity with online assessments, How do you employ audio for meaningful feedback or assessment of learning?, Making an effective assessment rubric for online activities, Peer Review - When to use it and why is it used in the course?, What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?, What frameworks are helpful for thinking about self assessment and peer assessment exercises?, Boundaries when supporting online discussions, Group projects in the online learning environment, What technology do you use for video conferences with students?, Building relationship with students, Do rubrics guide students behaviour?, How can I best support younger students to use classroom social media appropriately?, How can you best develop online learning for learners with low levels of independence?, How do you engage reluctant students?, How to generate community in an online course that students start whenever each one enrols?, Means to check for digital literacy level, What about 1 - 1 tutoring online?, What tips would you give to private online teachers?, Can you recommend online course analytics?, Evaluating quality using national or international standards or frameworks, How do you use learning and teaching data for scientific publication?, Is it acceptable to make changes to a course after launching?