“An online programme to help academic staff develop the skills necessary to create effective online courses.”

Introduction Developed in collaboration with: Lead Advisor Teaching Online is a programme of six online courses designed to help you explore the differences between face-to-face and online teaching, the basics of online course pedagogy and develop the skills necessary to create effective online training. It provides a solid practical basis from which you can apply proven online pedagogical frameworks to supplement your existing activities. The programme also includes a dedicated student course for use with either online learners or to gain insight into online learner characteristics, challenges and study strategies. This programme is suitable for all who wish to improve digital literacy, ranging from an introductory course right through to a dedicated course on using technology tools for teaching online. Developed in collaboration with: Lead Advisor Australian Catholic University Cardiff University Federation University Florida Atlantic University Griffith University Hong Kong University of Science and Technology Massey University Michigan State University National University of Ireland, Galway Sheffield Hallam University Singapore Management University  Southern Cross University University of Adelaide University of Exeter University of Hull University of Melbourne University of New England University of New South Wales University of Northampton University of Queensland University of Technology, Sydney University of Western Sydney  Professor Karen Swan, Stukel Distinguished Professor of Educational Leadership and Research Associate, Center for Online Learning, Research and Service, University of Illinois Springfield

Contributors Authors: Reviewers: Professor Karen Swan - Stukel Distinguished Professor of Educational Leadership and Research Associate, Center for Online Learning, Research and Service, University of Illinois Springfield Dr Peter Shea - Associate Professor in the Department of Educational Theory and Practice and the Department of Informatics, University at Albany, State University of New York Dr Jennifer C. Richardson - Associate Professor in Learning, Design and Technology in the College of Education at Purdue University Dr Norm Vaughan - Professor in the Department of Education, Faculty of Teaching and Learning at Mount Royal University in Calgary, Alberta, Canada Phylise H. Banner - Director of Online Teaching and Learning, Union Graduate College Dr Laurie P. Dringus - Professor of Information Systems in the Graduate School of Computer and Information Sciences at Nova Southeastern University Reviewers: Seb Schmoller - Independent consultant and former Chief Executive of the Association for Learning Technology (ALT) Dr Lawrence C. Ragan - Director of Faculty Development, World Campus, Penn State University Professor Mark Brown - Director, National Institute for Digital Learning, Dublin City University Jenny Mackness - Independent Online Education Consultant Nick Noakes - Director of the Centre for Enhanced Learning and Teaching at the Hong Kong University of Science and Technology Professor Rhona Sharpe - Head, Oxford Centre for Staff and Learning Development; Deputy Director of the Directorate of Human Resources, Oxford Brookes University

About the course Structure: Who is it for? Published: April 2014 14 hours, 30 minute online programme Comprised of six courses: Introduction to teaching online Mastering online pedagogy Designing and developing your online course Being a successful online teacher Using technology tools for teaching online Studying online: A guide for students 57 hours, 30 minutes of supplementary materials Who is it for? Academic teaching staff seeking to make the transition to online teaching, including: Graduate Teaching Assistants Teaching Faculty/ Adjunct / Part-time Faculty Learning Technologists Guest Faculty Published: April 2014

Overview and content Course and Times Syllabus Authors/Reviewers Introduction to teaching online   1 hour, 30 minutes Background: the impact of online learning in higher education An overview of Teaching Online Diagnostic test Author: Professor Karen Swan Reviewer: Seb Schmoller Mastering online pedagogy 2 hours, 30 minutes  The transition from face-to-face to online How learning takes place in the online environment The different roles of those who contribute to a successful learning experience Understanding learner characteristics The changing role of the instructor Common pedagogical approaches (incl. PBL, assessment-based learning, outcomes-based learning) Common pitfalls (e.g. high drop-out rates) Author: Dr Peter Shea Reviewer: Dr Lawrence C. Ragan Designing and developing your online course 3 hours Instructional design for instructors: Key concepts Course planning: The importance of constructive alignment Authoring an online course Converting an existing face-to-face course to online format Selecting effective online content Focus: Open educational resources Types of activities (e.g. synchronous vs. asynchronous) Approaches and methods of online assessment Common pitfalls Mobile learning Author: Dr Jennifer C. Richardson Reviewer: Professor Mark Brown

Being a successful online teacher 2 hours, 30 minutes Course and Times Syllabus Authors/Reviewers Being a successful online teacher   2 hours, 30 minutes Introduction to online teaching The key roles of an instructor The restrictions: What cannot be achieved? The importance of teaching presence Active facilitation of learning in a collaborative online environment Building an effective learning community Troubleshooting: Strategies for preventing, recognising and supporting learner difficulties The use of learning analytics Common pitfalls (e.g. tendency to replicate traditional learning) Author: Dr Norm Vaughan Reviewer: Jenny Mackness Using technology tools for teaching online Overview of technology tools The role of the VLE/LMS The role of technology tools (e.g. knowledge-building vs. community-building) Synchronous tools (incl. effective use of online meetings and voice conferencing) Asynchronous tools (incl. effective use of discussion boards and social media) Selecting and adopting technology tools Mass online tutoring systems (e.g. Udacity and Coursera) Author: Phylise H. Banner Reviewer: Nick Noakes Designing and developing your online course Introduction to studying online Diagnostic: What type of learner are you? Motivation: What affects motivation? The importance of time management Creating an effective study environment Strategies for success Author: Dr Laurie P. Dringus Reviewer: Professor Rhona Sharpe

Course features Student course for online learners or teachers wishing to understand the online learner experience. Video interviews with experts, practitioners and students. Interactive activities designed to allow participants to explore and apply core concepts. Customisable portfolio incorporating over 25 hours of practical and reflective self-development activities. Over 250 hours of additional self-development, peer-to-peer and tutor-led activities for face-to-face and online workshop and discussion sessions. Key term search facility enabling location of required material quickly. Supplement including information on how to both implement the courses for effective results and integrate the additional activities into a fully-blended learning programme.

What does it look like? Welcome screen Video interviews

Interactive and presentational activities What does it look like? Interactive and presentational activities

Learning outcomes Identify, explain and apply online pedagogical theory, in particular the Community of Inquiry (COI) framework Identify, evaluate and apply key learning design methods and considerations in an online and blended teaching and learning context Organise, facilitate, and assess student learning in an online or blended course Identify, evaluate and select appropriate technology tools Understand the qualities, challenges and habits of successful online students.

Support materials for Teaching Online available from: https://www