Have you taught online but could like a refresher on best practices? Maybe you have never taught online, but are planning to do so in the future? This course is perfect for you! The LOBP in Course Design using OSCQR will introduce you to teaching online at Lane and spend time reviewing best practices in online course development and design found within OSCQR (OPEN SUNY Course Quality Review/Rubric).
This course is designed for new or experienced online instructors who are new to OSCQR or teaching online at LCC.
General Course Outcomes
The participant will be able to identify and design online experiences using best practices in student success.
The participant will be able to identify and design engaging courses with designed interaction that is appropriate for the course modality (remote/hybrid or online)
The participant will develop an action plan on how they will integrate best practices into their online teaching.
Workshop Syllabus for more detail on LaneOnline Best Practices in Course Design using OSCQR.
Wondering where to start? Just as we normally tell our students – start at the top and work your way down. The development checklist and all other guides on course development are designed to help you chunk the course development into easy to digest chunks. Taking the course development overall process step-by-step will help take a massive project and turn it into doable steps.
Step 6: The course development checklist is designed to walk you through setting up your course – starting with providing directions on how students should start the course (getting started) through the first week or module of the course.
Key points in step 6 are to make sure you have a welcoming introduction, all your essential course information is clear, students and instructor begin to build class community from the very first student entry into the course.
Step 7: Consult with an instructional designer! Once you have completed your getting started material, course orientation, syllabus, introduction materials, and week 1 –> STOP! Meet with an ID to review your work and gather feedback on how to progress with the remainder of your course development.
Step 8: Following your format of week 1 – develop weeks 2, 3, …. Following OSCQR top 15 as a guide. It’s ok if your course is not 100% complete before week 1, as long as week 1 is ready by week 1! 🙂
How do we build critical pieces to our online, hybrid, or remote courses? How can my teaching be as effective as I was in the classroom? How can my students feel like they belong to the class and establish a community and trust amongst all participants?
The IDS template will provide you with a solid start to a course (remote or online) design that is student-centric and based on research best practices as outlined in OSCQR. Use all or just a few pieces of the course template – a la carte model of sharing the love.
Act fast to get yours! Email the firstname.lastname@example.org and just ask for an import! DONT WAIT! ACT NOW!
Ok..enough of the cheesy infomercial…my sales career lasted only a couple very miserable weeks in college. If interested all you need to do is email the ATC and ask for an import of all or pieces of the template. Have questions about how to use the template or what parts make sense to bring over to your course? Inquire with an instructional designer.
Review of steps to Course Dev so far covered: STEP 1: Brush up on my Moodle skills. STEP 2: Review and spend time with the IDs OSCQR Top 15 best practices in course design. Step 3: Meet with an instructional designer to develop a Personal Development Plan (PDP) on course design and training needed to teach. Step 4: Complete a course planning worksheet (note this can be used in your syllabus). Step 5: Ask the ATC to import the IDS Moodle course template. Use the template material and fill in the blanks where needed.
What are some top student success strategies when starting an online course? We will talk about these and what essential components need to be in place in your course for the greatest chance of student success.
The course planning worksheet has gotten a lot of positive feedback from instructors who have worked with it. When completed BEFORE you dive into Moodle and start adding all kinds of cool stuff to your course. The planning worksheet is designed to help you outline or draft your course before you take the time to add / remove / change / move / delete / re-add / pull hair out. Do this as paper and pencil – or draft through Google docs. Eventually, you can integrate this into your syllabus to provide a one(ish) page “snap-shot” of your course.
Don’t have 100% of the course figured out yet? Yeah – me either! No course will ever be 100% developed – it’s like remodeling a house. Many first time courses have instructors who do their best to stay one week ahead of the students. This is okay!
One of the most difficult parts of teaching online is I can’t just “wing-it” like I used to [only sometimes] in the classroom. Many of my best lessons were those conceived on the drive into campus. Or those ad-hoc discussions when the students and I would go down the rabbit hole on a cool concept (actually I have much richer discussions online now).
That all said, complete the course planning worksheet to the level of detail you feel your pedagogy has tolerance for. It will help you, trust me. Share a solid outline of your course with your students to provide a course format, but allow for flexibility and adaptation of your instruction per your student response and interactions with the course…just like in 2019!
Want to get up to speed (or go from 0 to ready) with Zoom? We’ve got you covered this week:
The ATC will be offering drop-in Zoom Video Conferencing training this week. We encourage any staff or faculty member to attend the session. We will cover simple topics like how to sign in and create meetings, to advanced features like screen sharing and cloud recording. All sessions will be held in the ATC Classroom located in the Center Building, Room 219 from 12-1pm on the following days:
New opportunity to learn about how to apply for funding (up to 80 hours) and support for online course development! You must attend an orientation in order to apply for funding. If you are not able to make a scheduled orientation please contact us at email@example.com to discuss options.
Current Spring Term Orientations:
Week 7: Friday, May 17 3pm in ATC Classroom (CEN/219)
Week 7 Registration: Please complete (10second) registration so we can anticipate participation.
Week 8: Friday, May 24 1pm in ATC Classroom (CEN/219)
“This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.”
If you are interested in teaching online – or if you have been teaching online and want to widen your understanding of the landscape I highly encourage you to check this course out. Upon completion, you will earn a badge that you can use to show off your mad online teaching skills to help land more gigs or claim bragging rights!