Topic outline


  • Welcome to the

    Blended and Online Teaching Program

                   

    online terachingCarleton’s Blended and Online Teaching program helps participants design an online or blended courses.

    By the end of this program, participants should be able to:

    • Create an online or blended module
    • Engage and motivate students in online and blended learning environments.


    Sections

      1. Online Teaching Skills
      2. Instructional Design Models and Theories of Learning
      3. Online Course Development
      4. Learning Outcomes as Blueprints for Design
      5. Benefits and Challenges of Online Education
      6. Communication Strategies in Online Environment
      7. Synchronous and Asynchronous Tools
      8. Assessment in Online Environments
      9. Interaction, Engagement and Motivation
      10. Gamification in Education
      11. Online Learning Communities

     

    Support

    Monday-Friday
    8:30-16:30 (EST)
    613-520-4433 
    [email protected]



    Please note that this open course is NOT a substitute for the face-to-face Certificate in Blended and Online Learning Program.

  • Online Teaching Skills                     Blue 1

    Introduction

    By the end of this module, you should be able to:

    • Compare skills required for online versus face-to-face teaching success;
    • Identify the necessary skills for successful online teaching;
    • Assess personal readiness to teach online.

  • Section 2Instructional Design Models and Theories of Learning

    Introduction

    By the end of this module, you should be able to:

    • Identify key characteristics of selected, commonly used instructional design models;
    • Identify three main learning theories (behaviorism, cognitivism, constructivism), and their relationships to instructional design models;
    • Recommend key steps for module/course design using instructional design and learning theory.

  • Section 3Online Course Development

    Introduction

    By the end of this module, you should be able to:

    • Explain the importance of the course planning process;
    • Explain the stages in online course development;
    • Identify roles and responsibilities of different team members in online course development;
    • Develop a lesson plan (storyboard) for one module (week, unit) of their future online course.

  • 4Learning Outcomes as Blueprints for Design

    Introduction

    By the end of this module, you should be able to:

    • Explain the role of learning outcomes in (online, face-to-face, and blended) course design;
    • Apply Bloom's Taxonomy of Educational Objectives to write clear, succinct learning outcomes;
    • Evaluate learning outcomes for clarity, demonstrability, and appropriateness for a course;
    • Identify appropriate methods for evaluating student achievement of learning outcomes.

  • 5Benefits and Challenges of Online Education

    Introduction

    By the end of this module, you should be able to:

    • Describe the potential benefits and challenges of online teaching and learning;
    • Outline strategies to address challenges related to online teaching and learning;
    • Develop strategies to assist students in online environments;
    • Self-evaluate readiness for teaching online.

  • 6Communication Strategies in Online Environments

    Introduction

    By the end of this module, you should be able to:

    • Distinguish between the various types of communication tools available in online contexts;
    • Outline the importance of clarity in written expression;
    • Design a communicative learning activity that will increase the level of interactivity in the online environment.

  • 7Synchronous and Asynchronous Tools

    Introduction

    By the end of this module, you should be able to:

    • Evaluate a variety of educational technologies on the basis of hands-on experience, including experience with LMS, email, discussion boards, blogs, ePortfolio, wikis, social media, text chat, and web-conferencing;
    • Apply one synchronous and one asynchronous tool in the design of a course or module;
    • Explain choice of educational technology based on considerations of purpose of activity, learning outcomes, and learner characteristics in selection process.

  • 8Assessment in Online Environments

    Introduction

    By the end of this module, you should be able to:

    • Explain the purpose of assessment from the perspective of constructive alignment;
    • Distinguish between formative and summative assessment;
    • Identify characteristics of effective feedback;
    • Select a grading rubric for an online assessment;
    • Determine when self and peer assessments might be effective and viable options.

  • 1o

    Interaction, Engagement and Motivation

    Introduction

    By the end of this module, participants should be able to:

    • Describe several strategies for improving interaction and engagement in a course;
    • Analyze the four major conditions for motivation according to Keller’s ARCS Model;
    • Develop strategies for improving motivation for learning. 

  • 11

    Gamification in Education

    Introduction

    By the end of this module, you should be able to:

    • Explain what “gamification” means
    • Describe several gaming principles used in education

  • 9Online Learning Communities

    Introduction

    By the end of this module, you should be able to:

    • Develop strategies for building social presence in online courses;
    • Compare different methods of creating community online;
    • Identify how to use educational technology and design learning activities that help to develop online learning communities.