À propos de ce cours : Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.
Les destinataires de ce cours : The MOOC is designed to help existing educators establish or improve their own online or blended teaching practices, and is suitable for all teachers in higher education, elementary, college, vocational or private education. There is no requirement for participants to possess prior knowledge or experience of online teaching practices or related technologies. This course is relevant for those who are: • New to online or blended teaching or those wishing to improve their current practice • Interested in educational technology and/or online instruction • Involved in higher education, K-12, community college, vocational or corporate training • Continuing professional development to increase their relevance and value to the contemporary workplace • Learning and teaching professionals (education developers, instructional designers, etc).
Créé par : UNSW Australia (The University of New South Wales)
Enseigné par : Associate Professor Simon McIntyre, Associate Dean Education
UNSW Sydney | Art & Design
Enseigné par : Dr Negin Mirriahi, Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education
| Niveau | Beginner |
| Engagement | 6 Weeks, 3-4 hours/week |
| Langue | English |
| Comment réussir | Réussissez tous les devoirs notés pour terminer le cours. |
| Notes des utilisateurs |
Programme de cours
SEMAINE 1
Why is Online Teaching Important + Open and Institutionally Supported Technologies
'Module 1: Why is Online Teaching Important' is about understanding where you are in the current educational landscape, and determining where you want to be. We will explore why online teaching is relevant to your teaching practice, and you’ll have an opportunity to reflect upon the opportunities and challenges you face in your own context. 'Module 2: Open and Institutionally Supported Technologies' focuses on helping you understand the benefits and restrictions of both broad categories of technologies. We’re all familiar with different social media technologies, and many of us will be aware of larger institutional online learning systems. In this module we will ask you to think about the reasons why you might want to use freely available online tools for your teaching - or your institution's learning management system. Important considerations such as which types of technologies are suitable for a range of different activities will also be explored.
12 vidéos, 6 lectures
- Reading: How to Get Started!
- Reading: Course Overview
- Reading: Assignments, Activities and Personalised Recommendations
- Reading: Special Thanks and Acknowledgements
- Vidéo: Overview
- Vidéo: Key Concept - Why is Online Teaching Important?
- LTI Item: Activity 1.1 - Self Evaluation
- LTI Item: Activity 1.2 - Knowledge
- Discussion Prompt: What are your reasons for undertaking this course?
- Vidéo: Case Study - Why is Online Teaching Important? (Optional)
- Vidéo: Case Study - Learning Online from a Student Perspective (Optional)
- Reading: Module 1 Useful Links and Resources
- Vidéo: Overview
- Vidéo: Key Concept - Open and Institutionally Supported Technologies
- LTI Item: Activity 2.1 - Self Evaluation
- LTI Item: Activity 2.2 - Knowledge
- Discussion Prompt: What technology challenges will you face in your own teaching?
- Vidéo: Case Study - Using Google Sites to Build Online Portfolios (K-12) (Optional)
- Vidéo: Case Study - Learning Management System or the Open Web? (Optional)
- Reading: Module 2 Useful Links and Resources
- LTI Item: Check Your Activity Progress and Personalised Recommendations
- Vidéo: Assignment 1 Tips - How to Get the Most from the Assignment
- Vidéo: Assignment 1 Tips - Evidence and Referencing
- Vidéo: Assignment 1 Tips - Giving Constructive Feedback
Noté: ASSIGNMENT 1 - Selecting technology
SEMAINE 2
Planning Online Learning + Online Learning Activities
'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.
16 vidéos, 2 lectures
- Vidéo: Key Concept - Planning Online Learning
- LTI Item: Activity 3.1 - Self Evaluation
- LTI Item: Activity 3.2 - Knowledge
- Discussion Prompt: What planning tips can you share with others?
- Vidéo: Case Study - Planning Your Online Class (Optional)
- Vidéo: Case Study - The Flipped Classroom (Optional)
- Vidéo: Case Study - Using Online Environments for Teaching Large Classes (Optional)
- Reading: Module 3 Useful Links and Resources
- Vidéo: Overview
- Vidéo: Key Concept - Online Learning Activities
- LTI Item: Activity 4.1 - Self Evaluation
- LTI Item: Activity 4.2 - Knowledge
- Discussion Prompt: What ideas do you have for online activities in your own classes?
- Vidéo: Case Study - Video Conferencing in Museum Education (K-12) (Optional)
- Vidéo: Case Study - Considerations for Choosing Technology (Optional)
- Vidéo: Case Study - Teaching with Web 2.0 Technologies: Twitter, Wikis and Blogs (Optional)
- Vidéo: Case Study - Using Online Lectures to Support Active Learning (Optional)
- Vidéo: Case Study - iLabs - Online Access to Remote Laboratories (Optional)
- Vidéo: Case Study - Using Flickr as an Online Classroom (Optional)
- Vidéo: Case Study - Using Blogs for Peer Feedback and Discussion (Optional)
- Vidéo: Case Study - Teaching Using Scenario Based Simulations in Second Life (Optional)
- Vidéo: Case Study - Using Online Communities to Foster Collaboration in Visual Arts (K-12) (Optional)
- Reading: Module 4 Useful Links and Resources
- LTI Item: Check Your Activity Progress and Personalised Recommendations
SEMAINE 3
Online Assessment Strategies + Online Resources
'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.
11 vidéos, 2 lectures
- Vidéo: Key Concept - Online Assessment Strategies
- LTI Item: Activity 5.1 - Self Evaluation
- LTI Item: Activity 5.2 - Knowledge
- Discussion Prompt: How could you conduct your own assessments online?
- Vidéo: Case Study - Formative Online Assessment in Medicine (Optional)
- Vidéo: Case Study - Using Audio Feedback (Optional)
- Vidéo: Case Study - Using ePortfolios as a Reflective Teaching Tool (Optional)
- Reading: Module 5 Useful Links and Resources
- Vidéo: Overview
- Vidéo: Key Concept - Online Resources
- LTI Item: Activity 6.1 - Self Evaluation
- LTI Item: Activity 6.2 - Knowledge
- Discussion Prompt: How would you use online resources in your class?
- Vidéo: Case Study - Integrating Online Resources into Your Teaching (Optional)
- Vidéo: Case Study - Understanding Creative Commons (Optional)
- Vidéo: Case Study - Creating eBooks for Distance Education (Optional)
- Vidéo: Case Study - Hippocrates. Online Medical Tutorials (Optional)
- Reading: Module 6 Useful Links and Resources
- LTI Item: Check Your Activity Progress and Personalised Recommendations
SEMAINE 4
Engaging and Motivating Students + Evaluation Strategies
'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.
19 vidéos, 2 lectures
- Vidéo: Key Concept - Engaging and Motivating Students
- LTI Item: Activity 7.1 - Self Evaluation
- LTI Item: Activity 7.2 - Knowledge
- Discussion Prompt: How would you engage your students online?
- Vidéo: Case Study - Engaging and Motivating Students (Optional)
- Vidéo: Case Study - Online Teamwork and Collaboration (Optional)
- Vidéo: Case Study - Conducting Effective Online Discussions (Optional)
- Vidéo: Case Study - Managing Your Time when Teaching Online (Optional)
- Vidéo: Case Study - Using Wikis for Student Collaboration (Optional)
- Vidéo: Case Study - Increasing Student Engagement Using Podcasts (Optional)
- Vidéo: Case Study - Flipped Language Class (Optional)
- Vidéo: Case Study - Fostering Student Engagement with Stile (K-12) (Optional)
- Reading: Module 7 Useful Links and Resources
- Vidéo: Overview
- Vidéo: Key Concept - Evaluation Strategies
- LTI Item: Activity 8.1 - Self Evaluation
- LTI Item: Activity 8.2 - Knowledge
- Discussion Prompt: Useful checklists to evaluate your courses - how did they rate?
- Vidéo: Case Study - Learning Analytics to Inform Teaching Practice (Optional)
- Reading: Module 8 Useful Links and Resources
- LTI Item: Check Your Activity Progress and Personalised Recommendations
- Vidéo: Assignment 2 Tips - How to Get the Most from the Assignment
- Vidéo: Assignment 2 Tips - How to Assess Criterion 1
- Vidéo: Assignment 2 Tips - How to Assess Criterion 2
- Vidéo: Assignment 2 Tips - How to Assess Criterion 3
- Vidéo: Assignment 2 Tips - How to Assess Criterion 4
- Vidéo: Assignment 2 Tips - How to Assess Criterion 5
Noté: ASSIGNMENT 2 - Designing an Online Learning Component
SEMAINE 5
Question and Answers
Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q&A videos have been collated according to their relevance to the Modules of the course.
54 vidéos
- Vidéo: The dangers of teaching online.
- Vidéo: What are the current main challenges about teaching online in your opinion?
- Vidéo: What do we do to recruit, motivate and retain teachers?
- Vidéo: What resistance do teachers have when they begin teaching online courses?
- Vidéo: Who can help if you are a trailblazer?
- Vidéo: How do we keep pace with current Web 2.0 technology?
- Vidéo: How do you classify tools that sit between Open and LMS technologies?
- Vidéo: How do you stop being overwhelmed or paralysed by all the options?
- Vidéo: How to address risks associated with open access technologies while designing an online activity.
- Vidéo: Improving video production quality
- Vidéo: What about the 'not invented here' syndrome?
- Vidéo: What tools were used to make this MOOC?
- Vidéo: Which platform better allows the use of a MOOC with interactive activities?
- Vidéo: Dealing with different attitudes to online and blended learning
- Vidéo: Handling copyright for online courses
- Vidéo: How much time is needed to plan a 10 month online course?
- Vidéo: Is blended learning always preferred?
- Vidéo: Is there a difference between Learning Outcomes and Learning Objectives?
- Vidéo: What advice do you have for creating the whole course from scratch?
- Vidéo: What moderation techniques are used in the MOOC?
- Vidéo: What is a rubric?
- Vidéo: What is the one thing you think we should take away from the course?
- Vidéo: What is your suggested structure for setting up online courses?
- Vidéo: Alternatives to video recordings
- Vidéo: BYOD Apps and Tools
- Vidéo: How do you ensure quality assurance in online courses?
- Vidéo: Scripting considerations for instructional videos
- Vidéo: What are different approaches to using videos in online courses and which are most effective?
- Vidéo: What is the ideal time duration for a podcast?
- Vidéo: What is scenario based training?
- Vidéo: Are videos assessed in a less nuanced way than written work?
- Vidéo: Ensuring authenticity with online assessments
- Vidéo: How do you employ audio for meaningful feedback or assessment of learning?
- Vidéo: Making an effective assessment rubric for online activities
- Vidéo: Peer Review - When to use it and why is it used in the course?
- Vidéo: What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?
- Vidéo: What frameworks are helpful for thinking about self assessment and peer assessment exercises?
- Vidéo: Boundaries when supporting online discussions
- Vidéo: Group projects in the online learning environment
- Vidéo: What technology do you use for video conferences with students?
- Vidéo: Building relationship with students
- Vidéo: Do rubrics guide students behaviour?
- Vidéo: How can I best support younger students to use classroom social media appropriately?
- Vidéo: How can you best develop online learning for learners with low levels of independence?
- Vidéo: How do you engage reluctant students?
- Vidéo: How to generate community in an online course that students start whenever each one enrols?
- Vidéo: Means to check for digital literacy level
- Vidéo: What about 1 - 1 tutoring online?
- Vidéo: What tips would you give to private online teachers?
- Vidéo: Can you recommend online course analytics?
- Vidéo: Evaluating quality using national or international standards or frameworks
- Vidéo: How do you use learning and teaching data for scientific publication?
- Vidéo: Is it acceptable to make changes to a course after launching?
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Créateurs
UNSW Australia (The University of New South Wales)
UNSW Sydney, based in Sydney Australia, was established in 1949 and is one of Australia’s leading research and teaching universities with more than 50,000 students from over 120 countries. UNSW Sydney aspires to provide students with an outstanding educational experience, which both reflects our strong traditions of excellence, innovation and social justice, and builds on our strengths in scientific, technological and professional disciplines.
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