Jim Lee (203 Hurst): Jennifer Hoeritz (206A Hurst): Laura March (204A Hurst): Gorky Cruz (B36 Asbury): Blackboard Support (321 Bender Library):

Transcription

1 Online Learning Faculty Certification Program Jim Lee (203 Hurst): Office Hours: 10am-12pm Fridays Jennifer Hoeritz (206A Hurst): Office Hours: 2pm-3pm Wednesdays Laura March (204A Hurst): Office Hours: 2pm-5pm Wednesdays Gorky Cruz (B36 Asbury): Office Hours: 3:00pm - 4:00 pm Tuesdays Blackboard Support (321 Bender Library): blackboard@american.edu (202) , Hours: M-F 9:00am - 5:30pm Face-to-Face Dates: May 14, May 21, May 28, June 4, June 11 Be prepared to spend an average of 4-5 hours a week for the duration of the course (1.5 hours in class, 3-4 hours individually) Final Course Material for Certification Accepted Through June 27 Final Feedback Will Be Provided by July 18 Course Description This is a five-week hybrid course. Attendees will meet face-to-face on Wednesdays from 10:30am-12pm. All course content will be available online through the class Blackboard site. Participants will be expected to watch videos, examine a Best Practices takeaway, read assigned articles, and participate in a discussion board each week. Other interactive activities (such as quizzes and group peer-reviews) will take place as detailed in the weekly course schedule. Instructors will provide feedback within seven days of the first four week s activities, and three weeks for the final syllabus and Blackboard site submissions. Learning Outcomes After successfully completing this class, you will be able to: Create meaningful and measurable learning outcomes. Demonstrate ability to define different aspects of online learning (e.g. synchronicity, hybridity, pedagogical influences) and select appropriate methods of delivering course content to meet course goals. Create an effective online syllabus (including learning outcomes, explicit instructions, details, weekly course schedule (2 weeks), define expectations and success, assessments). Translate your syllabus into an online environment with the tools supported by AU (i.e. Blackboard). Utilize technological tools (both supported and emergent as desired) to enhance your future students learning experience. Evaluate a holistic approach to online learning by participating in a peer review session of online/hybrid syllabi and Blackboard sites. How This Works This hybrid course mixes online instruction with in-person training the in-person session is synchronous while the online portion is asynchronous. The class is also flipped, meaning that normal lectures or presentation materials should be reviewed before the week s in-person session. Our in-person sessions are reserved for working together to prepare to teach an online or hybrid class. While Week 1 s pre-class online time is abbreviated, the rest of online training portion will last the entire week between in-class sessions. The rationale in creating this course format is to make it more practicum-like. It allows participants to work through issues collaboratively. 1

2 After our training sessions are over, participants will have two weeks to finalize their course syllabus and place one full week of course content onto their personal Blackboard test sites. Our training team will review all work and provide certification. Purpose of The The purpose of this class is to prepare instructors to teach in hybrid or online formats, as these are often very different venues for instruction than traditional face-to-face classes. It is also an opportunity to cover best teaching practices and a means to gain feedback on course content in a friendly and supportive environment. This class also provides training that enables faculty to accommodate both short and long-term class interruptions such as sickness or campus closures due to weather. It also assists in the face-to-face course development process since most faculty use some online experiences as part of their in-person classes. Required Textbooks/Other Materials All readings and course material will be available online (and free of charge) through the Summer Faculty Online Certification CTRL-895 Blackboard site. These selections are detailed in the Course Schedule below. Please bring the laptop you will use to create your course content to each face-to-face class. This laptop should be able to run a modern browser (e.g. Chrome, Firefox) and Microsoft Word. Course Expectations Attendance is mandatory at the first two face-to-face class sessions (May 14 and May 21). If you are unable to attend these classes for any reason, you will be asked to participate in the following semester s training instead. We want to confirm full and equal participation to ensure a successful course. Course Schedule Bring to F2F: Please bring the related materials to our face-to-face class. These can be printed out or digital copies (e.g. on a USB stick) Assignments: Please submit assignments and discussion board posts through Blackboard in the related folders. Week Forum Topics Student Activity Due Date Getting Started Online Course Layout Introductions Watch: Welcome to the Faculty Online Certification Program: Course Overview (7:55) Discussion Board: Online Introductions Post a picture or graphic of yourself Introduce yourself 5/13 Noon EST 2

3 Week Forum Topics Student Activity Due Date Week 1 5/8-5/15 Pre- Watch: Introduction to Online Learning (7:25) Student Learning Outcomes (1:59) Read: Guidelines for Learning Outcomes on Course Syllabi: (GuidelinesLearningOutcomesGoals.pdf) Writing and Using Learning Outcomes: A Practical Guide (WritingAndUsingLearningOutcomes.pdf) Online Terminology Introductions Teaching Online Learning Modalities modalities Learning Outcomes Discussion Board: Tell Us About Your Course Name of course and brief description How are you currently teaching your course and how will you deliver it in the future? Hybrid or Online? Synchronous or Asynchronous? Bring to F2F: Bring your current Learning Outcomes or draft of new outcomes with you to class. 5/13 Noon EST 5/14 10am EST In (F2F) Icebreaker Share name of course and 1 Learning Outcome you want to work on or have developed. We'll also be discussing developing Learning Outcomes in general. Post Discussion Discuss Pre-work Discuss Best Practices: Learning Outcomes Group Work Work on Learning Outcomes and break into groups based on pre-work discussion Assignment: Submit Draft Learning Outcomes 5/15 Midnight EST 3

4 Week Forum Topics Student Activity Due Date Week 2 5/16 5/22 Pre- Pedagogy Teaching Styles Assessments Rubrics Online Syllabus Watch: Video Lecture 1/2: Teaching & Learning Styles Video Lecture 2/2: Syllabus 8 Lessons Learned from Teaching Online Read: Selections from Design for How People Learn by Julie Dirksen (DesignForHowPeopleLearnWeek2.pdf) Teaching Styles Quiz Discussion Board: Teaching & Learning Styles What teaching style do you prefer? What types of strategies have worked best in your classroom (or classes that you ve taken)? Are there any obstacles or reasons why someone might be reticent about using non-lecture teaching strategies? Thoughts on Teaching Styles Quiz. Bring to F2F: Current syllabus or draft of new syllabus 5/20 Noon EST 5/21 10am EST In (F2F) 5/21 In Discussion Course alignment/flow and assessment. Syllabus Best Practices (Syllabus_BestPractices.pdf) Syllabus Templates and Examples Group Work Work in groups to discuss teaching methodologies and assessing students. Start to develop your first 2 weeks of the course. Post Assignment: Submit Draft Syllabus 5/22 Midnight EST Week Forum Topics Student Activity Due Date Week 3 5/23 5/29 Pre- Blackboard Watch: Blackboard 9.1, Getting Started with the Basics (3:35) How to Edit Your Course Menu (4:58) o Text version: Customizing Your Course Menu 4

5 Grading an assignment in Blackboard 9 (2:29) Read: Selection from Don t Make Me Think by Steve Krug (DontMakeMeThink_Week3.pdf) Blackboard Navigation Options How to Create a Blackboard Course (Banner BannerBbHowTo.pdf) Discussion Board: Blackboard Which Blackboard features are you planning on using for your course (e.g. ereserves, discussion boards, video lectures, assignments, gradebook)? Are there areas in Blackboard that you d like to spend more time discussing? Any other thoughts on using Blackboard or other Learning Management Systems. Share your thoughts on this week s reading Don t Make Me Think by Steve Krug Survey: Take the Week 4 Tool Training Survey Bring to F2F: Pick a Blackboard layout option that fits your course organization (weekly, topically, ect.) 5/27 Noon EST 5/27 Noon EST 5/28 10am EST In (F2F) 5/28 Post In Discussion Course Check-In. Discuss what s been working, what more is needed. Group Work Best Practices: Blackboard Site We ll be working together to create your Blackboard site. Assignment: Get a head start on crafting the full first week of your Blackboard site. A checklist is available in this week s folder. 6/27 Midnight EST 5

6 Week Forum Topics Student Activity Due Date Week 4 5/30 6/5 Pre- Read: Engaging the Online Learner by Rita-Marie Conrad and J. Ana Donaldson (EngagingTheOnlineLearner_Week4.pdf) Educational Technology Tool Information Discussion Board: Extra Technology Share the kinds of extra technology in your online course (e.g. video lectures, social media, blogging). Which learning outcomes do these tools facilitate? Do you have any concerns about using extra technology? 6/3 Noon EST Technological Tool Training Do you think that an online class can be successful without utilizing emergent technology? Bring to F2F: Laptop that you will be using to create your course content 6/4 10am EST In (F2F) 6/4 In Tool Training Room 202 Room :30am-11:15am Session 1A Session 1B 11:15am -12:00pm Session 2A Session 2B 12:00pm-12:45pm Session 3A Session 3B Post Assignment: Continue working on your final syllabus and Blackboard/extra tool site content. 6/27 Midnight EST Week Forum Topics Student Activity Due Date Week 5+ 6/6 7/11 Pre- Course Delivery Peer Review Evaluation Read: Reading from Library (Link TBD) Discussion Board: Course Evaluation and Re-development How do you evaluate your course and decide to make changes for your next iteration? Do you find SETs helpful and/or are there better ways to assess your course holistically? Bring to F2F: Updated draft of syllabus and Blackboard/online course content 6/10 Noon EST 6/11 10am EST 6

7 In (F2F) 6/11 Post In : Best practices for online courses and peer-review of work. Assignments: Reflect upon your peer review process, specifically what you changed as a result of this critique and why. Additionally, please share your thought on this course as a whole. What did you enjoy? What areas should be improved? Submit your final syllabus Submit a link to your Blackboard site with the first two full weeks of content 6/27 Midnight EST 6/27 Midnight EST 6/27 Midnight EST How to Submit Assignments All assignments should be submitted through Blackboard. Weekly discussion threads: Pre- folders Learning Outcomes Draft: Week 1 Post- folder Syllabus Draft: Week 2 Post- folder Reflection: Final folder Final Syllabus: Final folder Final Blackboard Site: Final folder Course Grade Structure Assignment % of overall grade Due Date Weekly Discussion Board Posts 25 5/13, 5/20, 5/27, 6/3, 6/10 Noon EST Learning Outcomes Draft 10 5/15 Midnight EST Syllabus Draft 10 5/22 Midnight EST Reflection 10 6/27 Midnight EST *Final Syllabus 25 6/27 Midnight EST *Final Blackboard Site (with one 20 6/27 Midnight EST full week of course content) *Please note: The final assignments are mandatory. We will not be able to provide certification without approval. 7

8 Assignment Rubrics Discussion Board Posts Adequate (4-5) Inadequate (0-3) Timeliness Post is on time Post is late Content Post relates to weekly content Post does not relate to weekly content Learning Outcomes Draft Adequate (5-10) Inadequate (0-4) Specific Outcomes are focused and unambiguous Outcomes are unclear or too broad to gauge Measurable Outcomes describe explicit methods of proving success achievements Outcomes are vague, words like Understand or Appreciate are used Syllabus Draft Adequate (5-10) Inadequate (0-4) Includes requirements Required material is available within Required material is not in syllabus Organized Reflection Timeliness Content the material Syllabus is easy-tofollow and consistent Syllabus is difficult to read and/or inconsistent Adequate (5-10) Inadequate (0-4) Reflection is on Reflection is late time Areas of growth Does not provide are outlined and/or information on peer the online learning review process training program is and/or the training evaluated program Final Syllabus Checklist ü Visuals o Fonts are easy to read, no all-caps o The spacing makes it easy for students to locate information ü Basic Course Information o Course name, number and number of credits/amount of expected work time per week o Instructor s name, office location and office hours o Office phone and address, and best way to contact instructor o Response/turnaround time for s and coursework o Course format (e.g. asynchronous, hybrid/online) ü Course Description Overview and Goals o Catalogue information and broad overview ü Student Learning Outcomes o Aligned with Course Objectives, Assignments, and Assessment ü Required Textbooks/Other Materials o Library reserves (if applicable) o Need specific edition? Can students rent or use ebook? o Any additional fees (e.g. art supplies, software purchases) 8

9 ü Course Requirements and Expectations o Readings o participation policy (if applicable) o Attendance policy (if applicable) o Policy on collaborative work (if applicable) o Assignments o Other course policies ü Grading System o Detailed information on how to submit assignments o Evaluation criteria o Percentage of course grade for activities/assignments o Individual grading rubrics for specific assignments (if applicable) ü Schedule (can be included within Course Requirements) ü Required University Background Information o Academic Support and Access Center o Counseling Center o Writing Center o Center for Diversity & Inclusion o Dean of Students Office o Emergency Preparedness o Academic Integrity Code o General Education Credit, Specific School/Department Info (if applicable) o Undergraduate Research Support (if applicable) Final Blackboard Checklist ü Full Syllabus on Blackboard o May be one long page, bonus points for consider into different sections/tabs and making text immediately available instead of having to download specific document ü Course Title and Instructor Name Visible on Homepage ü Navigational Elements Correspond to Course Setup o Tabs modified to specific weeks, dates, or module names o Include Help as one navigational item: Link to Blackboard and Collaborate support at blackboard@american.edu and 24/7 support at ü Adheres to Inclusive Web Standards (as much as possible) o Descriptive hyperlinks (not Click Here ) o Alt tags on images o Closed captions/text version of video lectures ü For CTRL Course- Bb site review o One week sample of course design including lectures, e-reserves, readings, discussion boards etc. 9

10 How to Access Grades Feel free to can check your status by clicking My Grades under Course Tools after the grade for each assessment task is released. Submissions of final syllabi and Blackboard sites will be accepted through June 27. Final feedback will be provided by July 18. OIT will be notified of your certification status by August 1. Course Evaluation We will ask everyone to participate in an evaluation of this training program at the end of the course. Hybrid Course Requirements Technical Requirements In addition to a confident level of computer and Internet literacy, certain minimum technical requirements must be met to enable a successful learning experience. Laptops All instructors will be asked to bring their own laptops in for accessing the training course content. These laptops must be able to run a modern Internet browser (e.g. Chrome, Firefox) and already have Microsoft Office loaded. Feel free to contact Blackboard Course Access and Navigation This course was developed using a web course tool called Blackboard. Participants will use their AU account to login at: I recommend that you Bookmark this site so that you can easily find it. You may also want to obtain a webcam, microphone, and headphones to allow for video and voice recording, as well as other software. More information can be found on Blackboard s Tutorial page. Blackboard Support Students should immediately report any problems to their course instructor and also contact the Blackboard Support Center at blackboard@american.edu or call (202) for 24/7 support. Students can also log onto for support. AU Help Desk (focuses on all other IT issues)-answers to your technology questions are just an , instant message, or phone call away. Contact the IT Help Desk at , helpdesk@american.edu, or AskAmericanUHelp to reach one of our professional staff who can answer your questions and provide general troubleshooting assistance. Students can also log onto for support. Policy on Server Unavailability or Other Technical Difficulties The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty that prevents this course from completing a time sensitive assessment activity, the instructors may extend the time windows and provide an appropriate accommodation based on the situation. 10

11 University Information Academic Support and Access Center In addition to using the resources available in this course s department, all students may take advantage of individual academic counseling, skills workshops, tutor referrals, Supplemental Instruction, and writing appointments in the Academic Support and Access Center. (202) MGC 243 Students with Disabilities: If you wish to receive accommodations for a disability, please notify me with a letter from the Academic Support and Access Center. As accommodations are not retroactive, timely notification at the beginning of the semester, if possible, is requested. Counseling Center The Counseling Center offers counseling and consultations regarding personal concerns, self-help information, and connections to off-campus mental health resources. (202) MGC 214 Writing Center The Writing Center offers free, individual coaching sessions to all AU students. In your 45-minute session, a student writing consultant can help you address assignments, understand the conventions of academic writing, and learn how to revise and edit your own work. The Center offers appointments on the hour from 11 a.m. to 9 p.m. Monday through Thursday; 11 a.m. to 4 p.m. Friday, and 3 to 6 p.m. on Sundays. Call or go to their Writing Lab website to arrange a session. (202) Battelle-Tompkins 228 Center for Diversity & Inclusion The Center for Diversity & Inclusion is dedicated to enhancing LGBTQ, Multicultural, First Generation, and Women's experiences on campus and to advance AU's commitment to respecting & valuing diversity by serving as a resource and liaison to students, staff, and faculty on issues of equity through education, outreach, and advocacy. In addition to visiting in person or calling, the center can be reached via at cdi@american.edu. (202) MGC 201 & 202 Dean of Students Office The Dean of Students Office offers one-on-one meetings to discuss academic, adjustment, and personal issues that may be interfering with a student's ability to succeed academically. The DOS office also verifies documentation for students who have medical or mental health issues that cause them to be absent from class. (202) Butler Pavilion

12 Emergency Preparedness for Disruption of es In the event of an emergency, American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. Faculty will communicate class-specific information to students via AU and Blackboard, while students must inform their faculty immediately of any absence. Students are responsible for checking their AU regularly and keeping themselves informed of emergencies. In the event of an emergency, students should refer to the AU Student Portal, the AU Web site for Emergency Preparedness and the AU information line at (202) for general university-wide information, as well as contact their faculty and/or respective dean s office for course and school/ collegespecific information. Academic Integrity Code Standards of academic conduct are governed by the University s Academic Integrity Code. By enrolling in the university and registering for this course, you acknowledge your familiarity with the Code and pledge to abide by it. All suspected violations of the Code will be immediately referred to the Office of the Dean. Disciplinary action, including failure for the course, suspension, or dismissal, may result. Additional information about the Code (i.e. acceptable forms of collaboration, definitions of plagiarism, use of sources including the Internet, and the adjudication process) can be found in a number of places including the University s Academic Regulations, Student Handbook, and Academic Integrity Code website. If you have any questions about academic integrity or standards of conduct in this course, please discuss them with your instructor. 12