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 students giving micro-teaching presentations to the group.
REGISTRATION IS CLOSED

Instructors

Douglas Habib, University of Idaho
Peggy Semingson, University of Texas at Arlington

Course Schedule

This blended synchronous-asynchronous course will run on Mondays from June 5 through August 7, with synchronous sessions taking place at 1-2:30PM AT / 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT.

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

*Note: This course is at capacity as of Wednesday, May 31*

This course has a cap of 30 students. Registration opens on Monday, May 15, and closes Friday, June 2. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have a disability, please let us know your learning needs. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending weekly reminders with upcoming assignments to all students
• Sending weekly reminders with missing assignments to students who have late work
• Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions
• Sharing recordings from synchronous sessions
• Allowing students to make up absences and submit work late with no penalty

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Evidence-based teaching

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

Associate: Learning communities

• Describe and recognize the value of learning communities, and how they impact on 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 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.
• Describe the scope of diversity in learning environments, of both students and instructor.

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 communities

• 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 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.