Workshop Series: Best Practices in Online Course Design (meets for 5 Tuesdays)
|Date/Time:||Tuesday, 31 Jan 2017 from 12:10 pm to 1:00 pm|
|Location:||2030 Morrill Hall|
|Channel:||Center for Excellence in Learning and Teaching (CELT)|
Upon completion participants will be able to:
* Locate CELT's Quality Matters and online course design resources
* Describe the Quality Matters standards and how QM can serve as a framework for course design,
* Develop an action plan that includes incremental steps for implementing Quality Matters rubric standards into their online course design
Series Facilitator: Darrin Jones, Program Coordinator, CELT and QM Coordinator
*Registration is now closed for the spring session - CELT will be offering this series again soon - if you are interested email email@example.com to learn more *
*Prerequisite: This workshop series is for Faculty, Staff, Post Docs, and Graduate Teaching Assistants. Registration is required for this event prior to January 31 or once it is filled*
Session 1: Best Practices for Online Course Design: One Instructor's Experience
January 31 (12:10 - 1:00 p.m., 2030 Morrill Hall)
Ever wonder what counts as "effective course design"? Join us as Jeanna Nation, Lecturer (Human Development & Family Studies), shares her experience on (re-)designing the online course, HDFS 283 Personal and Family Finance, using the Quality Matters (QM) rubric. Nation successfully submitted the course for official Quality Matters certification and scored 97/99 (84/99 to meet the standards). Session objectives: share the basic steps of the course design process, describe how using QM rubric provides a framework for course design, and identify the CELT support available to you.
Session 2: Preparing Your Students to Learn
February 7 (12:10 - 1:00 p.m., 2030 Morrill Hall)
What do your students experience when they first interact with your course? This session will focus on developing your course introduction, aligning course and learning objectives with student assessment (QM 1- 3). Session objectives: recognize tools for introducing your course, create measurable learning objectives to guide your students' learning, and evaluate different forms of course assessments.
Session 3: Delivering Content and Learning Activities Effectively
February 14 (12:10 - 1:00 p.m., 2030 Morrill Hall)
How do you know your students are learning? This session will help align your learning objectives with your course's instructional content, activities and technologies as well as assess student learning and progress (QM 4-6). Session objectives: list best practices for presenting instructional materials, apply learning activities that promote various types of interaction, and plan appropriate use of technology in your course.
Session 4: Providing Essential Learner-Centered Support
February 21 (12:10 - 1:00 p.m., 2030 Morrill Hall)
Is your course learner-centered when students access it? This session focuses on the need for clear support, accessibility and usability for all learners (QM 7 & 8). Session objectives: implement essential learner support modules into your course, apply techniques to promote accessibility, and locate additional universal design for learning tools and resources to make your course accessible. Guest facilitator: Dena Fife, Instructional Development Coordinator, Brenton Center
(February 28: P&S Conference)
Session 5: Next Steps with Quality Matters and Course Design
March 7 (12:10 - 1:00 p.m., 2030 Morrill Hall)
The final session will provide a comprehensive look at the QM peer review certification process. Session objectives: give an overview of the QM rubric, describe in brief the QM certification process, and leave with clear next steps on how CELT can support your course (re-)design efforts.
This event is coordinated by The Center for Excellence in Learning and Teaching