This is an outline of a proposed online course that will be used to train faculty for online course delivery. The outline proposes topics that will be covered in learning modules in Vista. The course serves five purposes:
Faculty who take this course will receive a certificate of completion that can be used in their teaching portfolio. The minimum amount of work should be stated up front. Perhaps each learning module should span two weeks, which would make the course 10-12 weeks. I need to determine the number of contact hours for the entire course. See the Illinois Online Network (ION) course list.
This course should be optimized to meet the needs of the objectives, yet not require a lot on hands-on for faculty. They are busy, and they don't want to spend a lot of time on assignments. Try to find that happy medium for delivery and time-on-task.
Home Page
1. Quality Matters; Evidence of Need
3. Best Practice II - Promoting Online Discussions
4. Planning Your Course I – Designing it on paper
Faculty will begin to think about their own courses in this module, and they will actually submit products of their course design. Topic for consideration is time management. As an example, faculty should think about how they will name the learning modules. If the names are too specific, e.g., "Week 1 - August 1-7," they will be required to rename them each semester. It might be better to use more generic names and use a course calendar to signal dates.
5. Planning Your Course II - Bringing it all together
Comments
References
Some of the links need to be relinked.
Notes to Myself
Prescription for Best Practice
Vista Tools
For each tool, explain effective use. For example, for the assignment tool, describe how instructions, guidelines, rubrics support the assignment, and give an example. The emphasis is on giving the student the information s/he needs to succeed in the assignment.
Discuss instructional theorists and theory? Adult learning theory, Knowles, Thorndike, Mezirow, constructivist, active learning in terms of 7 principles, etc.
Follow the same approach for pedagogical strategies, e.g., case studies, problem-based learning, etc.
Instruction in the Form of Explicit Directions and Expectations
Related to Bloom's Taxonomy:Chunking, scaffolding, and sequencing of content
Encourage Student Reflection
Relevant, Real-World Learning Experiences
Critical Thinking Questions (Bloom's Taxonomy)
Planned Interactions (Discussions, Chats)
Planned Frequent Feedback
Discussion or Chat Summaries
Address Learning Styles (aural, visual, kinesthetic)
Study Groups (Guidelines?)
Peer Evaluation (for group work)
Exercises
Group Projects (Guidelines?)
Assignments
Case Studies/Analysis
Discussions or Discussion Groups (Guidelines?)
Problem-Based Learning
Examination of Assumptions
Critical Reviews
Construction of Meaning
Student Portfolio
Summary Provided for Learning Experience
Formative Feedback from Students (See below)
Student products