The Art & Science of Teaching Online Syllabus

Transcription

1 The Art & Science of Teaching Online Syllabus Course Facilitators: Susan Armitage Phone: (702) Elizabeth Barrie Phone: (702) Christine Ditzler Phone: (702) Michael Stimpson Phone: (702) Rexel Suba Phone: (702) Michael Wilder Phone: (702) Feel free to contact any of the facilitators above for assistance. Course Description The main goal of this course is to provide essential training, experience, and teaching models for online educators. As you probably know, good teaching practices are universal regardless of the delivery method for the most part. At the same time, there are subtle differences between face-to-face, fully online, or hybrid education. The main objectives of this course are to enable you to identify these differences and to empower you with the technological and pedagogical skills necessary to be successful online educators in any of these modes. As you progress through this course, you will apply your passion for learning in flexible learning modules. Once you have completed the initial "Starting the Journey" module, you may choose your own path through the five remaining learning modules. You will also learn strategies to maximize your instruction, build community, and promote student learning. The tools in WebCampus will be presented in a manner that allows you to practice their use in a nonthreatening environment and allow you to apply them in your own online course. The knowledge of the tools and teaching strategies should enable you to determine which technique works best for your desired style and outcome. Additionally, you will become familiar with the comprehensive instructional design, instructional programming, and instructional art services provided by the Office of Online Education (OE). Course Learning Objectives Upon completion of this course, participants will be able to: Describe standard design and development processes for fully online or hybrid courses at UNLV Prepare typical planning documents necessary for developing an online class (syllabus, course schedule, learning objectives) Identify online teaching techniques that encourage student success Develop effective communication and collaboration strategies in online courses Design valid and authentic assessments for online learning Box , 4505 S. Maryland Parkway, Las Vegas, NV (702)

2 Materials No textbook is associated with this course. All materials are embedded within the course. Prerequisites Other than being an educator at UNLV, there are no prerequisites for participating in this course. Assessment & Evaluation All assignments, quizzes, and other learning activities are assigned points that are earned all or nothing. Achieving basic competence in all activities is required for success in the workshop, earning 100% of the available points. Note that activities can be repeated or revised until all points are earned. Participants are invited to complete a brief evaluation survey upon completion of each module. Technical recommendations Please review the following computer hardware and software recommendations: Expectations Participants Please realize that the rigors of this course require regular dedication. Although the program is largely self-paced, most modules should be completed in one week however. You will be responsible for interacting with peers via online discussion regularly. Timely participation in the weekly discussions and assignments is vital to you and your classmates' success in this workshop. Facilitator(s) Facilitators will communicate expectations and provide clear instructions on a regular basis. Facilitators will respond to correspondence within 48 hours. The facilitators will be present in the course, providing sufficient time with you to successfully complete the workshop. Schedule of Instruction and Learning Activities Learning activities in this course are organized into separate modules ("learning quests"). Each module takes approximately five hours to complete. There is no official start or end date to this course. You may accomplish each module on your own schedule, but the expectation is that you will complete each module in about a week. A certificate of completion for the course will be rewarded after completion of all six modules. Learning Quest: Starting the journey "Starting the Journey" is designed to introduce you to the structure and format of the Art & Science of Teaching Online program. In addition to the structure of the program, the learning quests and achievements will be explained. You will also learn what is required in order to earn the UNLV Online Education Art & Science of Teaching Online certificate and badge. In addition, this introductory quest will introduce you to the Office of Online Education. We want to be sure you are aware of all the resources that are available through our office. You'll see an overview of the process of developing an online course with OE and be made aware of some of the OE professional development opportunities that are available to UNLV online and hybrid faculty. Learning Quest: Planning and designing a course In this learning quest, you will develop your understanding of planning and designing an online course. Just like a face-to-face class, development of an online class takes time. Whether you have a quality syllabus and agenda developed for a face-to-face version of your course or are starting from scratch, you ll need to develop your online course by considering the objectives of your course, the needs of your students and the tools available for online instruction. Box , 4505 S. Maryland Parkway, Las Vegas, NV (702)

3 Learning Quest: Teaching an online course The goal of this module is to explore some of these techniques as they apply to the online environment. As opposed to many of the other learning quests in The Art & Science of Teaching Online, this module focuses specifically on what happens when the course has begun (teaching and learning) as opposed to what must be done before the course begins (curriculum development). This learning quest provides some essential tips for being prepared to teach online and for nurturing the success of students while the course is underway. Learning Quest: Content presentation and online resources This learning quest is focused on demonstrating how to organize your course content in order to maximize student engagement. It covers tips for scaffolding and chunking as well as demonstrates a variety of content types that you can put in your own course in order to give provide variety and facilitate student learning. Courses that integrate a variety of authentic learning experiences offer unique perspectives and insights. Such variety can also improve learning when you provide content that appeals to different learning styles. Learning Quest: Communication and Collaboration This learning quest is focused on establishing a learning community and nurturing interaction. You will consider the many ways to communicate with your students and keep an active presence in the classroom. Communication is essential in the online course. This is how your students get to know you, to know one another, and create an active learning community. In the online classroom, students need more feedback, as well as support and encouragement, from the instructor to keep them engaged. It is important to establish effective communications from the very beginning. Learning Quest: Assessments and Rubrics This learning quest first focuses on the culminating activities in instruction: the tests. First, we define our optimum meaning of assessing student comprehension. We follow this with considerations of cheating and some testing plans. Then, we look at the transfer of learning (near transfer vs. far transfer), before looking at creative assessment consideration. The quest continues with a focus on rubrics. The rubric's efficacy in organizing assessment (assignments, tests, discussions, any graded activity) is explained. Supporting this is content on planning for engaging student work and disciplinealigned evaluation. This quest concludes with ideas for engaging assessment activities that students can complete, either on their own or among peers. Course Structure Course content is module based, which is to say that is broken into weekly thematic units of educational content. Following the "Start the Journey" introductory unit, participants will engage with successive modular content on a regular basis. Following are details regarding the structure of a typical module: Module Structure The Module Overview Page Each module in this course will begin with an overview page. The overview page (also referred to as the module learning guide) consists of a brief paragraph or two explaining what is to be covered in the module. It lists learning objectives, reading assignments, and learning activities required to complete the module. Lesson Pages The module overview page is followed by lesson pages that will vary in length depending on the complexity of the module objectives. Box , 4505 S. Maryland Parkway, Las Vegas, NV (702)

4 Web-based tutorials Many modules will contain Web-based tutorials. These are self-contained instructional assets that will allow you to see how the tools in WebCampus work. They will provide you familiarity with the tool and give you an opportunity to practice using it in your own course. Discussions Every module will contain opportunities for students to interact with each other and the instructor through discussion forums, chat rooms or Web conferencing. Participation in these opportunities are crucial. You perspectives and insight are highly valued in this experience. Assignments Your assignments for this course will take many forms in order to help introduce you to a variety of assessment methods. You may be asked to create a video, interview a colleague, or design a lesson for your own class. In terms of format, you may be asked to create a Word document or compose a response directly in a WebCampus tool. Evaluation/Assessment The evaluations and assessments in this course are meant to be non-threatening. They are used to measure your progress in acquiring mastery with online teaching and learning techniques. Certain assessments are set up for you to experience online learning from your students' perspective, while others have been set up so you can learn how to troubleshoot common problems within WebCampus. Online Etiquette (Netiquette) Portions of this course may require you to interact with your peers. Following are some guidelines that may be helpful in establishing online communication protocol. UNLV Policies Academic Misconduct Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLV's function as an educational institution. An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of another, from the Internet or any source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at: Copyright The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. Additional information can be found at: Disability Resource Center (DRC) The UNLV Disability Resource Center (SSC-A 143, ) provides resources for students with disabilities. If you feel that you have a disability, please make an appointment with a Disabilities Specialist at the DRC to discuss what options may be available to you. If you are registered with the UNLV Disability Resource Center, bring your Academic Accommodation Plan from the DRC to me during office hours so that we may work Box , 4505 S. Maryland Parkway, Las Vegas, NV (702)

5 together to develop strategies for implementing the accommodations to meet both your needs and the requirements of the course. Any information you provide is private and will be treated as such. To maintain the confidentiality of your request, please do not approach me before or after class to discuss your accommodation needs. Religious Holidays Policy Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the end of the first two weeks of classes, January 31, of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university that could not have reasonably been avoided. For additional information, please visit: Incomplete Grades The grade of I Incomplete can be granted when a student has satisfactorily completed all course work up to the withdrawal date of that semester/session but for reason(s) beyond the student s control, and acceptable to the instructor, cannot complete the last part of the course, and the instructor believes that the student can finish the course without repeating it. A student who receives an I is responsible for making up whatever work was lacking at the end of the semester. If course requirements are not completed within the time indicated, a grade of F will be recorded and the GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the course but make individual arrangements with the instructor who assigned the I grade Tutoring The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex (SSC). Students may learn more about tutoring services by calling (702) or visiting the Academic Success Center Web site at: UNLV Writing Center One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling The student s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: Rebelmail By policy, faculty and staff should students Rebelmail accounts only. Rebelmail is UNLV s official system for students. It is one of the primary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLV students receive a Rebelmail account after they have been admitted to the university. Students prefixes are listed on class rosters. The suffix is Box , 4505 S. Maryland Parkway, Las Vegas, NV (702)