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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. What does it look like?
Welcome screen
Video interviews

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

10. 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.

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