Spring 2016 Faculty Workshops

 The Office of Digital Learning offers

a Blended Course for Faculty Development - Spring 2016

Course Title:

Effective Course Design for Online and Blended Learning Environments

Course Duration:

Six weeks

From Tuesday, March 22, 2016

To Tuesday, April 26, 2016

Who can attend?:

Full-time and adjunct faculty at SHU

Total number of seats available = 10

Seats will be filled on a first come, first served basis. Thanks for your understanding.

 

Last date for faculty to sign-up for this course – Friday, March 18, 2016 

Course Type:

This blended course will combine face to face, online, and one-on-one consultations.

Course Description:

Instructional design for traditional face-to-face courses differs markedly from the design for online delivery. This course is for faculty who want to design a new course or redesign their existing course for online and blended contexts. This course primarily focuses on ways to enhance the quality of online facilitation by promoting a critical discussion of effective instructional design and providing opportunities for hands-on development of teaching activities.

We will build on the strength of your teaching expertise and work on three areas of course design – structural design of the course, methodologies to strengthen instructor presence, and integration of new technologies to build interactivity for student engagement. Discussions and activities will be anchored to the ADDIE model of instructional design and the iNACOL blended learning teaching competency framework. By the end of the course, participants will design a blended or online course structure and develop at least one module to use in their classroom.

While we will be using Blackboard as our primary Learning Management System, the course will also include the integration of digital tools such as Echo 360 for screencapture, Google tools for collaboration, and flipgrid for feedback, for synchronous and asynchronous exchanges.

Course Objectives:

1. Identify key principles of instructional design for the online/blended environments.
2. Apply blended learning theories to design the structure of your course.
3. Develop methodologies to strengthen the instructor’s socio-cognitive presence.
4. Explore digital media tools to build interactivity within your facilitation mechanisms.
5. Develop and implement instructional materials appropriate to the online/blended learning environment.

Facilitators:

Facilitators: Jaya Kannan (Director, Digital Learning) and

Amanda Moras (Assistant Professor, Sociology, CAS)

Tech Facilitator: Nicole Trudell (Blackboard Manager at SHU)

Course Schedule/Structure:

# Session dates Topic Session Type
1  Tuesday, Mar 22, 2016     3 pm – 4:30pm
  • Intro to online course design and goal-setting
Face-to-Face, Room E259, Martire
2  Tuesday, Mar 29, 2016  3pm – 4:30pm
  • Creation/redesign of course
By Consultation, Room E259, Martire
3  Tuesday, April 5, 2016
  • Draft online syllabus and plan for course structure
Online
4  Tuesday, April 12, 2016   3pm – 4:30pm
  • Strengthening instructor presence and improving student engagement
Face-to-Face, Room E259, Martire
5  Tuesday, April 19, 2016
  • Apply activity to strengthen instructor presence and refine draft of course design
Online/ By Consultation
6  Tuesday, April 26, 2016  3pm – 4:30pm
  • Presentation of course development and sharing session
Face-to-Face, Room E259, Martire

Recommended Reading: [not required]

Teaching in Zero Gravity by Michelle Stephens (2013) 
Best Practices for Teaching with Emerging Technologies by Michelle Pacansky-Brock (2013)
• Huang, R., Ma, D., & Zhang, H. (2008). Towards a design theory of blended learning curriculum. In Hybrid Learning and Education (pp. 66-78). Springer Berlin Heidelberg. 

Requirements:

Prior experience with online teaching is not a requirement. Attendance and participation in ALL the six sessions is required to complete the course.

Realistic Expectations:

Work time: about two to three hours of work per week, for six weeks.

Given that this course involves only six sessions, we want to be realistic in our expectations. You will arrive at an emerging framework for your course and design concrete activities. For a more detailed course development effort, it is highly recommended that you follow through with Digital Learning and IT to continue to design and implement your course.

Will I get a certificate after completing this class?

 Yes. Faculty who successfully complete the course will receive a certificate of course completion signed by the Provost.

What resources will I need for this class?

A working computer, internet connection, and eagerness to participate.