This online blended 10-week course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with 4 weeks of synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings, videos, assignments, discussions, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with 1 week of student micro-teaching presentations to the group.

Registration Closed

Course Schedule

This blended synchronous-asynchronous course will have online sessions at 3-4:30PM AT / 2-3:30PM ET / 1-2:30PM CT / 12-1:30PM MT / 11AM-12:30PM PT on Monday January 25, February 1, February 8, February 15, March 1, and March 22, and student final presentations on March 29.

Workload

Students should plan to spend approximately 4-6 hours per week on coursework, in addition to synchronous sessions on weeks when those occur.

Registration & Enrollment

This course has a cap of 40 students. Registration is at capacity as of January 14.

Accessibility

We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at info@cirtl.net in advance so that we may make the necessary accommodations.

Learning Outcomes

Associate: Evidence-Based Teaching

• Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
• Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community

• Describe and recognize the value of learning communities, and how they impact student learning.
• Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Associate: Learning-through-Diversity

• Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)
• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
• Describe several learning-through-diversity (LtD) techniques and strategies.

Associate: Teaching-as-Research

• Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

Practitioner: Evidence-Based Teaching

• Integrate one or more evidence-based teaching strategies into a teaching plan so as to accomplish learning goals.

Practitioner: Learning Community

• Access the literature and existing knowledge to develop a deeper understanding of the knowledge concerning LCs and their impact on student learning.
• Integrate one or more LC strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.

Practitioner: Learning-through-Diversity

• Access the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.
• Create a teaching plan that incorporates content and teaching practices responsive to the students’ backgrounds.
• Integrate one or more LtD techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.

Practitioner: Teaching-as-Research

• Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.