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1 PART I. COURSE DETAILS Course Co-sponsor TIES Instructors Hamline University Graduate School of Education Continuing Studies Course Proposal Form Facilitating and Designing Online Courses Spring, 202 Two Graduate Semester Credits - $256 Troy Cherry Cara Hagen Education Technology Consultant Education Technology Consultant TIES TIES 667 Snelling Avenue North 667 Snelling Avenue North St. Paul, MN 5508 St. Paul, MN 5508 Voice: Voice: FAX: FAX: C. Number of semester credits 2 Semester Credits D. Target Audience K Primary Interm. Middle High Sp Ed Resource ESL Admin Other X X X X X X X X X A. Course Specifics Online: March 7-April 3, 202, with synchronous chat session dates/times to be determined Face-to-Face: March 7 & March 2, 202, 8:30-3:30 PM PART II. COURSE INFORMATION A. Course Description Over the last 0 years, learning opportunities for students have expanded from the local classroom to a broader online classroom with anytime, anywhere access. The role of the teacher is moving from one of delivering instruction toward facilitating student learning. This course will encourage participants to take risks and make changes in the way they teach as well as reflect on these changes. It will allow them to become content providers and facilitators through face-to-face and online dialogues. During this inquiry-based hands-on course, participants will review and reflect upon examples of best practice online teaching and learning based on the national standards developed and published by inacol. This process will take place in an online learning environment using Moodle open source content management software. Participants will have 2 days of face-to-face training and 4 weeks of online training where they will participate in threaded dialogues and online chats.

2 B. Hamline University Shared Vision of the Conceptual Framework. Promote Equity in Schools and Society Understand the role education has played and plays in shaping society Value all children and youth inclusive of race, class, gender, exceptionality, home language or other social, physical, or cultural characteristics Utilize social and cultural backgrounds and the variety of ways individuals learn to enhance teaching and learning Act as agents of change in their classrooms, schools, and communities The recent interest in teaching and learning online, especially at the middle school and high school level, reflects a drastic change in how educators, students, parents, and communities perceive education. School is no longer limited to a specific place. Learning is no longer confined to a period of time between two bells. This change creates opportunities that have never existed before for young people to learn in new and exciting ways that best need their needs. The impact of this recent emphasis on online learning has yet to be determined, but all educators have a responsibility to examine the concept openly and critically to decide how it will impact their teaching and course design as well as their students learning experience. 2. Build Communities of Teachers and Learners Construct supportive communities of learners and colleagues Recognize teaching and learning as a social and cultural process Create physically and psychologically welcoming environments that foster positive self-worth One area of this course is working to develop a sense of community online and how that differs from a traditional classroom. Community moves beyond the concepts of getting to know each other to topics such as trust and appropriate pedagogy to engage course participants in these topics. An important area of community in 2 st Century Learning is collaboration; this course will examine how students collaborate with each other as well as student and teacher collaboration in an online environment. 3. Construct Knowledge Understand that bodies of knowledge are constructed and interpreted Transfer theoretical, foundational, and pedagogical knowledge to practice intentionally Use best practice, including technology, in the construction of learning This course emphasizes the use of knowledge construction by effectively asking participants to explore the similarities and differences between teaching lessons face-to-face and online. The participants must think about what will change, what will stay the same, and what accommodations need to be made in every area in order to meet the needs of all learners. Emphasis will be placed on the inacol online education standards in order to identify best practice for online teaching and online course design. 4. Practice Thoughtful Inquiry and Reflection Reflect on practice to improve teaching and reflection Research issues related to educational practice and theory Use practice as a basis for more in-depth study Preparing to teach online is a positive opportunity for educators to reflect deeply on their current teaching practice, examine the theory and best practice of teaching online, and create a new model for what their own teaching practice will be in an online situation. Research shows that effective online educators first experience online education from the learner perspective so this course will include extensive online weekly activities.

3 C. Course Outcomes Students will be able to: Understand the inacol National Standards for Quality Online Teaching and National Standards of Quality for Online Courses and apply them to assess their own online teaching plans and online course design. Create an online course using the Moodle LMS Learn and collaborate in an online environment using assigned tools Implement online tools and distinguish them by their purpose and relationship to online teaching standards and online course design standards Make connections between face-to-face and online teaching strategies in order to convert existing content to effective online content Assess existing online courses using the National Standards of Quality for Online Courses Self-assess own course design using the National Standards of Quality for Online Courses and set goals for revision and further development D. Processes Examine examples of online courses Read and research Develop lessons and activities using the Moodle LMS Discussion (face-to-face and online) Collaborative activities Online Chat Writing assignments Self-assessment Goal Setting E. Course Outline Class time will consist of twelve hours of face-to-face and sixteen hours of online class work (four hours per week). Week FACE-TO-FACE Teaching in an Online Environment Date: March 7, 202, Face-to-Face: 6 hours Participants will review best practice strategies for online teaching based on the National Standards for Quality Online Teaching developed and published by inacol. Participants will also be introduced to the Moodle environment by logging in, creating an account, and touring. Week ONLINE Understanding Online Teaching and the Online Environment Date: March 7-3, 202 Participants will have the opportunity to read about online teaching and learning from multiple points of view. Then they will participate in an online Moodle class, using the assignment, forum, resource, and chat features as well as a number of embedded and/or linked Web 2.0 resources. They will explore the basic tools of course development in Moodle and practice application in their individual courses in preparation for the development of their own courses. Week 2 ONLINE Exploring Lesson Development When Transitioning to Online Teaching Date: March 4-20, 202 Participants will focus on how to be effective developers and facilitators of online classes. Collaborative activities will focus on making the changing from planning in a face-to-face environment to planning for a hybrid/blended or entirely online environment. The focus will be on effective teaching rather than on technology tool implementation. Reflective journals will give them the opportunity to examine what worked and what must be considered for future

4 implementation. Online chats will offer the opportunity for group discussion of the process. Week 3 FACE-TO-FACE Quality Online Course Design Meets Moodle Date: March 2, 202, Face-to-Face: 6 hours Participants will share with the whole group the process and outcomes of their Week 2 activities. Emphasis will be placed on exploring Moodle s tools in the context of inacol s National Standards of Quality Online Courses. Use of supplemental Web 2.0 tools either linked from or embedded in Moodle will also be discussed. Week 3 ONLINE Examining and Developing Online Courses Date: July 2-27, 202 Course design standards will guide participants as they examine existing online courses currently in practice. Activities will include threaded discussion, online chats and journal reflections as they process what makes an effective online teaching and learning environment. They will also work on the development of their own online course, applying the concepts learned through exploration, discussion and reading. Week 4 ONLINE Designing Your Online Course Date: March 28-April 3, 202 Participants will continue working on their online courses. Emphasis will include developing effective methods for cooperative learning and assessment in the online environment. Participants will complete the development of their online courses and do extensive self-evaluation of their own work. PART III. COURSE ASSIGNMENTS AND EVALUATION Assignments Participants are expected to complete the following assignments: Ongoing development work and participation: Complete all individual and collaborative assignments, forum discussions, journal entries and lessons in Becoming an Online Educator Moodle. Participate in a minimum of two online chats Read assigned online and offline texts Create an online course using Moodle. A finalized online course for this syllabus will include quality implementation of the following parts: Introductory course materials (standards, syllabus, contact info, etc.). No fewer than five complete Moodle weeks/topics, including resource materials, activities, and assessments. Opportunities for student contact, collaboration and feedback with each other and the teacher. Complete Online Course self-evaluation. Evaluation Assignments will be due on the last day of class unless other arrangements are made with the instructors. Instructor and self-ssessment of participant s developed Moodle course will be completed using the inacol National Standards of Quality Online Courses available at nationalstandards/index.php. Grading Policy:

5 Grades for the course will be assigned according to the following scale: 90-00% A 80-89% B 70-79% C PART IV. RESOURCES A. Required Readings and Texts Muller, LE. (200, July). Virtual k-2 public school programs and students with disabilities: Issues and recommendations: A policy forum proceedings document PDF file. Retrieved from IssuesandRecommendations.pdf National standards for quality online teaching PDF file. (200). Retrieved from National standards of quality online courses PDF file. (2007). Retrieved from NEA s Guide to Online High School Courses. Retrieved from onlinecourseguide.html B. Optional Readings Cavanaugh, C., & Blomeyer, R. (2007). What works in k-2 online learning. Washington, DC: International Society for Technology in Education. C. Bibliography Cavanaugh, C., & Blomeyer, R. (2007). What works in k-2 online learning. Washington, DC: International Society for Technology in Education. Fast Facts about Online Learning (February 202). Retrieved from https://docs.google.com/viewer? url=http://www.inacol.org/press/docs/nacol_fast_facts.pdf Framework for 2st century learning. (2004). Retrieved from option=com_content&task=view&id=254&itemid=9 Guidelines for professional development of online teachers PDF file. (2009, March). Retrieved from publications.sreb.org/2009/09t0_guide_profdev_online_teach.pdf ISTE national education technology standards (NETS) for students PDF file. (2007). Retrieved from ISTE national education technology standards (NETS) for teachers PDF file. (2008). Retrieved from Bowen, J. A. Teaching naked: Why removing technology from your classroom will improve student learning (extended article). The national Teaching & Learning Forum. Retrieved from National standards for quality online teaching PDF file. (200). Retrieved from National standards of quality online courses PDF file. (2007). Retrieved from NEA s guide to online high school courses. Retrieved from onlinecourseguide.html Olt, M. (998). Ethics and distance education: strategies for minimizing academic dishonesty in online assessment. Retrieved from Online staff development: Lessons learned from developers, facilitators and participants (st edition,) (2000), Florida Instructional Technology Resource Center at the University of Central Florida. Pape, L., & Wicks, M. (200, October). National standards for quality online programs PDF file. Retrieved from Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (200). Keeping pace with k-2 online learning:

6 An annual review of policy and practice PDF file. Retrieved from

7 PART V. ACADEMIC INTEGRITY Please ensure the following Hamline University policy is shared with students enrolled in the course. Dishonesty of any kind in relation to academic work threatens the integrity of the academic enterprise and is prohibited. Such dishonesty includes plagiarism, ghost writing, and falsifying official information concerning one s academic background or status. Plagiarism is the unacknowledged use of another person s work or ideas. Any passage copied verbatim, with small changes, or in paraphrase must be acknowledged with a citation. Ghost writing is preparing work for another or having another prepare one s own work. When a student is found to be in violation of the Academic Integrity Policy, academic penalties may be prescribed by the instructor of the course in question, including but not restricted to, the requirement of additional work, an assignment of a failing grade on the work in question, or a failing grade for the entire course.

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