View On Demand Videos<\/a>\u00a0of Training Sessions<\/p>\nSession Detailed Descriptions<\/strong><\/p>\n\n- Track 1 Effective Online Learning Design Fundamentals<\/span><\/strong>\n
\n- Session 1: Introduction to Online Learning<\/strong>Description:\u00a0\u00a0What are the attributes of a well-designed\u00a0online or hybrid course?\u00a0 How do expert online instructors facilitate student learning and promote\u00a0learner\u00a0success\u00a0online?\u00a0\u00a0This session will provide an\u00a0overview of\u00a0online\/hybrid\u00a0course design and facilitation\u00a0best\u00a0practices and\u00a0explore\u00a0key factors for\u00a0online\u00a0student success.\u00a0 Presented by Maya Aloni, Adam Brewer and Aura Lippincott<\/li>\n<\/ul>\n
\n- Session 2: Online Course Quality Checklist<\/strong>Description:\u00a0The OLC\/SUNY OSCQR\u00a0course quality review rubric\u00a0provides a set of research-based online course design practices and standards that you can use to\u00a0design, redesign or evaluate your online course for continual improvement.\u00a0Participants will learn about the\u00a06\u00a0categories\u00a0of evaluation\u00a0that comprise the rubric\u00a0and will have the opportunity to practice applying the rubric to the evaluation of an online course.\u00a0\u00a0Presented by Adam Brewer and Aura Lippincott<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Track 2 Online Course Design\u00a0<\/span><\/strong>\n
\n- Session 3: Introduction to Backward Design (Part 1)<\/strong>Description:\u00a0Backward Design\u00a0(Wiggins, G.\u00a0and McTighe, J.)\u00a0is a\u00a0model\u00a0for course design that starts with the end results and works backward to the learning strategies, content, technology\u00a0resulting in a course that is aligned in terms of outcomes, assessments, and content.\u00a0This session will provide an overview of each step in the\u00a0model, then\u00a0dive more deeply into the first phase\u00a0of the model\u00a0in\u00a0which the course designer identifies what the\u00a0learners\u00a0should\u00a0know, understand, be able to do,\u00a0or value\u00a0(in other words, the\u00a0learning outcomes\u00a0and objectives).\u00a0\u00a0\u00a0Presented by Maya Aloni and Aura Lippincott<\/li>\n
- Session 4: Backward Design: Assessing Student Learning (Part 2)<\/strong>Description:\u00a0In this session we will explore the second phase of Backward Design, which involves designing learning assessments, both summative and formative. We will discuss approaches to learning assessment in the online and hybrid classroom, including discussion, groupwork, and\u00a0quizzes\/tests (including online\u00a0assessment\u00a0and academic honesty).\u00a0\u00a0\u00a0\u00a0Presented by Maya Aloni and Aura Lippincott<\/li>\n
- Session 5: Backward Design: Designing Engaging Learning Environments (Part 3)<\/strong>Description: In this session we will finish our exploration of Backward Design with the third phase,\u00a0planning\u00a0the learning experience and\u00a0instruction. What online or digital pedagogy\u00a0approaches\u00a0will you use to help your learners succeed?\u00a0Are there\u00a0theories\u00a0of how students learn\u00a0that can inform\u00a0the design of\u00a0your online learning environment?\u00a0\u00a0Presented by Adam Brewer and Aura Lippincott<\/li>\n
- NEW\u00a0<\/span>Session 15 Creating Effective Writing Assignments to Support Course Goals (part 1\/2)
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\nDescription: Writing is an essential component of critical thinking and learning, and students in all courses can benefit from even short writing assignments. Adding these assignments can be daunting, but it doesn\u2019t have to be. In the first workshop of this series, we will build on the concepts of backward design to create effective writing assignments that support student learning and are manageable for the instructor. We will discuss assignment design and alternatives to the traditional academic research paper, including shorter assignments, assignments that build on one another, and low-stakes writing. Participants are encouraged to have a current or previous syllabus and writing assignments available.(Presented by Kelli Custer)<\/li>\n- NEW\u00a0<\/span>Session 16: Designing Rubrics and Providing Feedback for Writing Assignments (part 2\/2)<\/strong>
\nDescription: Now that the students are writing, we must find effective, efficient ways to provide quality feedback. This workshop builds upon Workshop 1: Creating Effective Writing Assignments to Support Course Goals. We will explore different types of rubrics and strategies for commenting on writing to maximize student learning while minimizing instructor frustration. Participants are encouraged to have a current or previous syllabus and writing assignments available. (Presented by Kelli Custer)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n- Track 3 Content and Course Building<\/span><\/strong>\n
\n- Session 6: Developing and Curating Course Content<\/strong>Description:\u00a0Keeping students engaged online can be challenging. But supplementing your courses with different types of content can help.\u00a0This session will\u00a0address\u00a0how to find and add a wide range of learning content\u00a0to your course, helping\u00a0students\u00a0achieve learning outcomes.\u00a0Discussion will include different ways to\u00a0facilitate interaction with the content you\u2019ve provided in your course.\u00a0Presented by Julie Hunter and Elisabeth Morel\n
This session will also explore equitable access to digital learning materials. As we know, technology access varies greatly among our students and may impact student success. In order to promote an inclusive and equitable learning environment for all students, we will review simple technology adoptions that can assist in facilitating student learning as well as meeting accessibility requirements in the online environment. Presented by Julie Hunter and Elisabeth Morel<\/li>\n
- Session 7: Blackboard course template<\/strong>Description: Maximize the new Blackboard course template to design your course with consistency and structure. This session will show you how to organize your class content so that it flows, reducing cognitive overload and encouraging student success. Tips will be provided on how to deliver clear course expectations and ensure that university student support services are readily available to students in your Blackboard courses. Presented by Colleen Cox, Lauren Eddy, and Julie Hunter<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Track 4 Course delivery\/facilitation (Teaching Online)\u00a0<\/span><\/strong>\n
\n- Session 8: Creating community and engaging your online students<\/strong>Description: Now that you have designed your online or hybrid course, how do you create, build and sustain community in your online classroom so that students have opportunities to engage with you and one another? In this session we will explore the importance of instructor presence and discuss techniques that you can use to keep your students engage and learning with or without face-to-face meetings. Presented by Maya Aloni, Adam Brewer and Aura Lippincott<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- Track 5 Instructional Technology Tools\u00a0\u00a0<\/span><\/strong>\n
\n- Session 9: Blackboard Tools<\/strong>Description: Besides Discussion Boards, what else can Blackboard do? Let\u2019s look at the other tools available and how best to use them. How can these tools help to maximize student learning? Explore using tests, rubrics, the Grade Center and the Kaltura video tools. How can these tools help me manage my course? Explore using Attendance, Course Calendar and Date Management. Presented by Cheryl Bermani-McCann and Colleen Cox<\/li>\n
- Session 10:\u00a0Synchronous Meeting Tools\u00a0<\/strong>Description: An in-depth look at effective ways to use the synchronous meeting tools that will be available to you in the fall. Go beyond just video conferencing. How to use breakout sessions to facilitate group work and team building. Presented by Colleen Cox and Scott Volpe<\/li>\n
- Session 11:\u00a0Microsoft Tools: Office 365, Microsoft Teams, and more<\/strong>Description: Learn how you and your students can use Microsoft products in your online courses. Presented by Microsoft<\/li>\n
- NEW\u00a0<\/span>Session 12: Blackboard Basics<\/strong>Description: Learn the basics of Blackboard: adding items to the menu; uploading files, videos and images; creating announcements; creating assignments. Learn the difference between a content area and a tool link and how to set up your gradebook and let Bb doing the grading for you. This course will get you started and is a great follow on to using the Blackboard template. Presented by Cheryl Bermani-McCann and Colleen Cox<\/li>\n
- NEW<\/span><\/strong>\u00a0Session 13: Kaltura Capture<\/strong>Use Kaltura Capture to create your \u201cWelcome\u201d and \u201cHow to navigate my course\u201d videos. Record your voice and\/or video with your PowerPoint or course lectures. Embed quizzes in your recorded presentations. Learn how to upload your videos to Blackboard and request closed captioning. Presented by Scott Colpe and Colleen Cox<\/li>\n
- NEW\u00a0<\/span>Session 14: Blackboard Ally Accessibility Tools<\/strong>Description: Ally is a Blackboard product that helps make every document accessible to multiple learning styles by checking content, attachments and structure of the materials that you load into Blackboard. A rating is shown next to each document indicating how accessible it is for students (red, yellow, or green) along with a scale on how accessible they are to students with disabilities and other learning issues. Learn how Ally will help you determine where the errors are and how to fix them. See where your students can download alternative formats of the files that you add to Blackboard to use them in the format that is best for them. Presented by Cheryl Bermani-McCann<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Prepare for Fall semester online teaching with a series of workshops on course design, delivery and technology! View On Demand Videos\u00a0of Training Sessions Session Detailed Descriptions Track 1 Effective Online Learning Design Fundamentals Session 1: Introduction to Online LearningDescription:\u00a0\u00a0What are …<\/p>\n","protected":false},"author":110,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-633","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages\/633","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/users\/110"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/comments?post=633"}],"version-history":[{"count":0,"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages\/633\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.wcsu.edu\/celt\/wp-json\/wp\/v2\/media?parent=633"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}