Monday, August 19, 2013

MiraCosta Online Teaching Certificate Syllabus 2013-14

Program for Online Teaching
The Online Teaching Certificate Class is two semesters long, and starts in fall of 2013. Each semester begins about a week into the teaching semester and ends well before final exams.


Although the certificate is for the full year, each semester offers a completion badge. Fall semester (12 weeks beginning September 1) earns an Online Pedagogy badge. Spring semester (12 weeks beginning February 1) earns an Online Education badge.


Participants may earn a badge each semester, but both semesters must be completed within two years for the POT Online Teaching Certificate. Although the semesters may be completed in reverse order, starting in Fall is preferred for those new to online teaching.


Website/classroom is located at https://sites.google.com/site/potcertclass13/.


Required:


  • Textbook: Susan Ko and Steve Rossen, Teaching Online: A Practical Guide (3rd ed) -- about $48 from the publisher
    Note to MiraCosta college faculty: one copy is on reserve in the MiraCosta library, one copy available as an e-text through the library (log in with MCC id, download PDF browser plug-in if needed), and several copies are in the PDP office for checkout
  • Setting up your own blog.
  • Weekly blogging on assigned topics, including viewing videos and reading online articles about online teaching as a discipline -- posts should include reflections, links, embedded elements.
  • Commenting on other participants' posts as part of the online teaching community.
  • Consistent and reliable internet access.
  • About 4-6 hours per week.
  • An open mind and a sense of adventure.


Pre-Class Workshop: Begins August 19
Todd Conaway and Lisa M Lane will host a pre-class workshop in the Pre-class discussion forum for the two weeks prior the class starting.
Please join the POT Facebook group before class begins.


Fall Semester: Online Pedagogy - Begins September 1


Week 1: Introduction and Start Blogging (Sept 1-7)
For those new to the class:
  1. Buy your textbook.
  2. Create your own blog (the Big Deal part):
    1. all participants are encouraged to create their own space on the web by purchasing hosting and running your own installation of Wordpress, OR
    2. MiraCosta faculty only may create their own blog at MiraCosta's Wordpress installation (tutorials are here), OR
    3. get an account at Wordpress.com or use Tumblr.
  3. Fill out the Registration Survey.
  4. Post: create your first blog post at your blog. Introduce yourself, let us know where you're blogging from, and discuss any aspects of the reading you find interesting.
  5. Share: go to the Week 1 Discussion, and share a link there to your blog post (see tutorial)
  6. Comment on someone else’s link in the Week 1 discussion.

For those not new to the class:
  1. Find your textbook (lol).
  2. Post: Re-introduc​e yourself on your blog and talk about what you have gotten out of the Online Education part of the class (or from taking the class previously) and what you are hoping for the Online Pedagogy semester.
  3. Share: go to the Week 1 Discussion, and share a link there to your blog post (see tutorial)
  4. Comment on someone else’s link in the Discussion.
Skill set:
creating your own blog

sharing in the discussion forum






Week 2: Teaching and Learning Online (Sept 8-14)
  1. Read: Ko and Rossen, Chapter 1: Teaching Online: An Overview. 
Points: applying your in-class instructional strategies to online, teacher as facilitator and moderator, technology is second after teaching, reflecting on practice
  3. Begin the tutorial Where the Hell Do I Start? Complete the first two sections (Beginner's Questionnaire and the Getting Started Chart)
  4. Post: Create your Week 2 post, with a reflection on the results of your questionnaire and where you think you are in terms of getting started.
  5. On your blog: To avoid spam, make sure you have Akismet running and have Discussion set to no comments (we are commenting in the Community).
  6. Share your link in the Week 2 Discussion.
  7. Comment in the Discussion and participate throughout the week.
Skill set:

changing blog settings
Note: we are not reading Chapter 2, though of course you may if you wish!

Week 3: Pedagogy and Course Design I (Sept 15-21)
  1. Read: Ko and Rossen, Chapter 3: Course Design and Development, to p. 63 (to heading "Course Development").
Points: converting a course means adapting it to available technologies, syllabus and assignments as raw material, goals versus demonstrable objectives.
  2. Complete the tutorial Where the Hell Do I Start? (last three sections)
  3. On your blog: learn how to make a live link by selecting the text and using the link symbol
  4. Post about your pedagogical goals and objectives for a possible or current class: share two or three objectives you have (such as getting students to converse intelligently on the subject, helping them understand the readings or a particular concept, or having them do web-based research), and how what you learned in the tutorial might help you achieve them. Include a link to a web page or resource.
  5. Share your link in the Week 3 Discussion.
  6. Comment in the Discussion and participate throughout the week.
Skill set:

using the link symbol

creating a live link
Week 4: Pedagogy and Course Design II (Sept 22-28)

  1. Read Ko and Rossen, Chapter 3: Course Design and Development, pp. 63-end.
Points: sequence of activities, presentation, discussion, groups and research, assessment.
  2. Read Article: Chickering and Ehrmann, Implementing the Seven Principles: Technology as Lever (1996)
  3. View two or three online class tours from among these:
    2. any of the faculty at Yavapai Community College
    3. from former grads of this class: 

  4. Post your thoughts on planning one of your classes to your blog. What elements of design from Chapter 3 will you be considering as you build a class? What ideas did you gain from viewing the tours?
  1. Share: your link in the Week 4 Discussion.
  2. Comment in the Discussion and participate throughout the week.




Note: we are not reading Chapter 4

Week 5: The Online Syllabus (Sep 29-Oct 5)

  1. Read: Ko and Rossen, Chapter 5: Creating an Effective Online Syllabus
Points: include lots of detail, due dates by time zone, define participation, be clear on task sequence, schedule by weeks in 2-3 day spreads of activity, supply information several times in different places, sample syllabus.
  3. Create a Diigo account for yourself, and join the group "mccpot". (See this tutorial)
  4. Post: The reading includes a number of recommendations you might find questionable or interesting. Which would you be most and least likely to implement in your class? How does what you read contrast with the method presented in the workshop?
  5. Share: your link in the Week 5 Discussion.
  6. Comment in the Discussion and participate throughout the week.

Skill set:

social bookmarking

collaborative annotation (optional)

Optional:

Lyn/Dwyer/Guo, Exploring Online Teaching: A Three-Year Composite Journal of Concerns and Strategies from Online Instructors, Online Journal of Distance Learning Administration, Volume XII, Number III, Fall 2012

(2012) - try annotating this reading, posted in Crocodoc
Week 6: Internet Skills, Critical Thinking, & Tools (Oct 6-12)

  1. Take the quick Internet Skills quiz
  4. Post: Find a video on YouTube or another supported sharing site that teaches something from your class or that teaches you something about teaching online. Embed it in your post and comment on it, using a bit of html in the post by selecting <> as you construct your post to add the code.

  5. Share: your link in the Week 6 Discussion.
  6. Comment in the Discussion and participate throughout the week.
Skill set:

trying html

embedding YouTube video

Week 7: The Online Classroom (Oct 13-19)

  1. Read: Ko and Rossen, Chapter 6: Building an Online Classroom, to p. 159 (to heading "Group Activity Areas"). 
Points: adapting favorite teaching strategies to the online environment, units or weeks, determine how much to show, pacing and class size, course areas, make a downloadable syllabus.
  2. Try Twitter. Our class hashtag is #potcert, so you can end your tweet with that and we’ll all see it.
  3. Read Seven Things I'd Want to Know (Lisa blog post, January 2011)
  4. View A Manifesto for Teaching Online (video slides)
  5. Post: Write (or post audio or video if you like) about how you might set up a class in terms of the issues discussed in this unit.
  6. Share: your link in the Week 7 Discussion.
  1. Comment in the Discussion and participate throughout the week.
Skill set:

using Twitter

Optional:

View Recording: Ten Time-Saving Tips for Online Teaching or slides/audio (Louisa Moon, Fall 2009 POT workshop)

Week 8: Creating Community (Oct 20-26)

  1. Read: Ko and Rossen, Chapter 6: Building an Online Classroom, p. 160-end.
Points: set up communications, quizmakers and gradbeooks, student tracking, student lounge.
  2. View Video: Building Community in Your Online Class (Pilar Hernández, Fall 2009 POT workshop)
  3. Join our synchronous session [date;time] or view the recording.
  4. Comment: add an audio comment to Pilar's Voicethread.
  5. Post: How would you create community in an online class? How does doing so fit (or not) with your discipline and pedagogy? How central might community be to your class?
  6. Share: your link in the Week 8 Discussion.
  7. Comment in the Discussion and participate throughout the week.
Skill set:

using synchronous tools
social bookmarking

Optional:

Jonathan Mott, Envisioning the post-LMS Era: The Open Learning Network (2010) - enjoy annotating this reading, posted in Crocodoc

Week 9: Student Activities and Open Platforms (Oct 27-Nov 2)

  1. Read: Ko and Rossen, Chapter 7: Student Activities in the Online Environment
    Points: multiple learning opportunities needed, teach collaboration, rubrics, projects, role-playing, simulations, groupwork, lab, reflective activities (blogging), discussion, case studies, peer review, guest speakers, cultural issues, using the whole web.
  3. View Jim Sullivan's 2011 First Friday Elluminate session (or view/download video or audio)
  4. Bookmark Terry Anderson and Jon Dron's Three Generations of Distance Education Pedagogy (2011) using Diigo, then make some highlights and sticky notes and save to the mccpot group. Take a look at the notes of others.
  5. Post about this week’s topics, with a focus on what student activities you might like to use in an online class.
  6. Share: your link in the Week 9 Discussion.
  7. Comment in the Discussion and participate throughout the week.

Skill set:

social bookmarking

Week 10: Class Resources and Intellectual Property (Nov 3-9)

  1. Read: Ko and Rossen, Chapter 8: Copyright, Intellectual Property, and Open Educational Resources (note: this chapter is particular to the United States only!) 
Points: fair use, TEACH Act, linking and embedding, institutional policies, password protection, Open Educational Resources (OER), Creative Commons, academic integrity and plagiarism.
  2. View Video: Lawrence Lessig, How creativity is being strangled by the law (TED Talk, 20 minutes)
  3. Skim UT site on intellectual property
  4. Learn about online accessibility issues.
  5. Browse open educational resources at the Internet Archive, Project Gutenburg, your college’s library, and the California Community College Consortium (your state may have something similar).
  6. Post about what you learned about resources, and what format you might like to use for next week’s presentation (narrative PowerPoint uploaded to Slideshare, video uploaded to YouTube, audio with SoundCloud, written blog post illustrated with images)
  7. Share: your link in the Week 10 Discussion.
  1. Comment in the Discussion and participate throughout the week.

We are almost at the end of the semester! If there are any posts you have not done and you are trying to earn a certificate, they must be completed before next week's mid-year assessment post. Contact your mentor if you need more time.

Week 11: Presentation (Nov 10-16)
This week is dedicated to sharing a 4-5 minute presentation (or equivalent) showcasing your learning as part of your work toward a badge or the certificate. We do this by creating intro videos or audio presentations for next year's class.
Select one of the topics from this Google Doc and putting your name on it (only one person per topic). Please read the instructions carefully.
  1. Post your presentation on your blog.
  2. Share: your link in the Week 11 Discussion.
  3. Comment in the Discussion and participate throughout the week.

Week 12: End of Fall Semester: Online Pedagogy Final (Nov 17-22)

  2. Important! Create a post containing a list of links to all your posts so far, labeled by Week number *. Make a brief statement about the quality of each post and what it showed about your learning, keeping in mind the rubric.
  3. Share: your link in the Week 12 Discussion.
  4. Comment in the Discussion and participate throughout the week.
* It is this post that is assessed for earning the Online Pedagogy badge (or POT Online Teaching Certificate for those who have completed both semesters)
* Online Pedagogy badges awarded ____ (date)
* Certificates awarded to those completing both semesters



Winter Break
Holiday Community: in Facebook POT Group Nov 25-Jan 25


---------------------------------------------------------------------------------------------------------------------------------------------
Pre-Class Workshop: Begins January 2
Todd Conaway and Lisa M Lane will host a pre-class workshop in the Google Plus Community for the two weeks prior the class starting.
Please join the community before class begins.


Spring semester - Online Education (begins February 1)



Week 13: Introduction (Feb 1, 2014- Feb 8)

For those new to the class:
  1. Buy your textbook.
  2. Create your own blog (the Big Deal part):
    1. all participants are encouraged to create their own space on the web by purchasing hosting and running your own installation of Wordpress, OR
    2. MiraCosta faculty only may create their own blog at MiraCosta's Wordpress installation (tutorials are here), OR
    3. get an account at Wordpress.com or use Tumblr.
  3. Fill out the Registration Survey.
  4. Post: create your first blog post at your blog. Introduce yourself, let us know where you're blogging from, and discuss any aspects of the reading you find interesting.
  5. Share: go to the Week 13 Discussion, and share a link there to your blog post (see tutorial)
  6. Comment on someone else’s link in the Week 13 discussion.

For those not new to the class:
  1. Find your textbook (lol).
  2. Post: Re-introduc​e yourself on your blog and talk about what you have gotten out of the Online Education part of the class (or from taking the class previously) and what you are hoping for the Online Pedagogy semester.
  3. Share: go to the Week 13 Discussion, and share a link there to your blog post (see tutorial)
  4. Comment on someone else’s link in the Discussion.

Week 14: Creating Class Elements Part 1: Images and screenshots (Feb 9-15)

  1. Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, to p. 252 (to heading "Finding Images"). 
Points: Text and web pages, images, screenshots.
  2. Learn to take a quick screenshot (Mac has Grab available in the Utilities folder, Windows 7 has Menu/All Programs/Accessories/Snipping Tool).
  3. If you weren’t here for Week 6, explore Dave Raggett's Introduction to HTML
  4. Post: Use an image or screenshot effectively as part of your blog post, being sure to “cite” it.
  1. Share: your link in the Week 14 Discussion.
  2. Comment in the Discussion and participate throughout the week.
Skill set:

taking a screenshot

use an image in a post
Week 15: Creating Class Elements Part 2: Audio and video (Feb 16-22)

  1. Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, pp. 252-269 (to heading "Screen-Capture/Screen-Casting Video Software").
Points: audio formats, podcasting, narrated slideshows, video.
  2. Explore one of these types of media (something you haven’t used before):
    1. a video site: YouTube, blip.tv or Vimeo.

    2. an audio application: Audacity (try recording) or Audioboo or Soundcloud.
    3. a slidecast on Slideshare (here’s one Lisa did on SLOs)
  3. Create - Choose one of these --
    1. Take a PowerPoint you've used in class or make a new one, upload to Slideshare and add an audio file to make it into a Slidecast.
    2. Create a short video of your reflections using Eyejot.
    3. Create an audio clip of your reflections using one of the audio web apps in #3, above.
  4. Post: Embed your creation in your blog post and tell us about it.
  5. Share: your link in the Week 15 Discussion.
  6. Comment in the Discussion and participate throughout the week.
*
Week 16: Creating Class Elements Part 3: Screencasting and multimedia (Feb 23-Mar 1)

  1. Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, pp. 269-end.
Points: Screencasting, student-generated content, polls and surveys, avatars, mindmapping, multimedia.
  2. Take a look at Prezi, a more visual presentation application.
  3. Create: Choose one of these ---
    1. Map out a concept or unit from one of your classes using a mind-mapping program like PersonalBrain, LucidChart, or Mind42.
    2. Create a Prezi.
    3. Create a short screencast using a program like Screenr or Screencast-o-Matic.
  4. Post: Embed your creation in your blog post and tell us about it.
  5. Share: your link in the Week 16 Discussion.
  6. Comment in the Discussion and participate throughout the week.
Skill set:

creating a mind map

creating a survey

making a screencast

Week 17: Our Students Online (Mar 2-8)

  1. Read: Ko & Rossen, Chapter 10: Preparing Students for Online Learning
Points: terminology and navigation, helping with distance, student readiness, creating orientations, FAQs, anticipating problems.
  2. Read: Jakob Nielsen, College Students on the Web (2010)
  3. Read: Matt Richtel (NYTimes), Growing up Digital, Wired for Distraction (2010)
  4. Try making a short poll or survey using SurveyMonkey or Google Forms (part of Google Doc).
  5. Post: create a short (5-10 item) FAQ for one of your courses as your blog post.
  6. Share: your link in the Week 17 Discussion.
  1. Comment in the Discussion and participate throughout the week.
Optional readings:


Xu and Jaggers, Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas (2013) - feel free to annotate this one in Crocodoc


Week 18: Classroom Management and Facilitation (Mar 9-15)

  1. Read: Ko & Rossen, Chapter 11: Classroom Management and Facilitation.

    Points: record keeping, always store files and content on your own machine, announcements, Twitter, protocol for questions, using groups to decrease workload, adjusting for class size, student activities and participation, tips for synchronous and asynchronous discussions, team teaching / privacy, identity, noisy/quiet./disruptive student behaviors.
  2. Read: Lisa M Lane, Insidious Pedagogy (2009)
  3. Read: Jennifer Demski, Rebuilding the LMS for the 21st Century (2012)
  4. Learn a bit about one CMS/LMS with which you are not familiar.
  5. Post, in the format of your choice, about class facilitation and how a CMS/LMS may impact pedagogy, class design, and class management.
  6. Share: your link in the Week 18 Discussion.
  7. Comment in the Discussion and participate throughout the week.
Optional reading:

Joyce Seitzinger's Moodle Tool Guide (2010), an example of an LMS critique based on pedagogical goals
Week 19: Web-Enhanced, Hybrid and Open Classes (Mar 16-22)

  1. Read: Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes, to p. 371 (to heading "Tips for Teaching Blended Courses). 
Points: concerns about blending, f2f time for complex issues, online discussion for an on-site class, using the web for class discussion, quizmaking, office hours, group projects, student presentations, don't make it optional, calculate total student time on task, interact with class online weekly.
  2. Read Article: R. Graham, J. Hilton, P. Rich, D. Wiley, Using Online Technologies to Extend a Classroom to Learners at a Distance. Distance Education, 31(1), p. 77-92, (2010).
  3. Peruse Michael Wesch's Digital Ethnography course page
  4. Read George Siemen's post on theory and MOOCs.
  5. Post: in any format you wish, your insights into the concepts of open learning and the various ways it could be constructed.
  6. Share: your link in the Week 19 Discussion.
  7. Comment in the Discussion and participate throughout the week.
*
Week 20: Introduction to Educational Technology and Instructional Design (Mar 23-29)

  1. Read: Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes, pp. 371-end (blended courses).
  2. View Rick Schwier, History of Educational Technology (presentation 2010)
  3. Read contrasting view: Jaron Lanier, Does the Digital Classroom Enfeeble the Mind (2010)
  4. Post: in any format you wish, any subject related to this week's readings. Start considering ideas for your presentation (see Week 23), and help others with their ideas.
  5. Share: your link in the Week 20 Discussion.
  6. Comment in the Discussion and participate throughout the week.
Optional:

Wikipedia definitions: Instructional Design and Educational Technology
Week 21: Introduction to Online Education Theory (Mar 30-Apr 5)

  1. View Video: Adventures in Online Pedagogy (Jim Sullivan and Lisa M Lane, Spring 2010 POT workshop) or slides with audio slidecast
  2. Read Article: Larry Sanger, Individual Knowledge in the Internet Age (2010)
  3. Read Article: George Siemens, Networks, Ecologies, and Curatorial Teaching (2007)
  4. Post: in any format you wish, any subject related to this week's readings. Revise ideas for your presentation, and help others with their ideas.
  5. Share: your link in the Week 21 Discussion.
  6. Comment in the Discussion and participate throughout the week.
Optional reading:

Lisa Marie Blaschke, A review of heutagogical practice and self-determined learning (2012) - feel free to annotate in Crocodoc

Huge Cmap of learning theories in general by Richard Millwood for the Holistic Approach to Technology Enhanced Learning Project

Week 22: Personal Learning Networks (Apr 6-12)

  1. Read: Ko & Rossen, Chapter 14: Taking Advantage of New Opportunities
  2. View Video: Dean Shareski, Sharing: The Moral Imperative
  1. View Video: Alec Couros, Teaching and Learning in a Networked World (2010)
  2. Post: in any format you wish, any subject related to this week's readings. Tell us what you're working on for your presentation.
  3. Share: your link in the Week 22 Discussion.
  4. Comment in the Discussion and participate throughout the week.
Optional reading:

Gardner Campbell, A Personal Cyberstructure (2009) - can also see video if you wish (about 35 minutes).
Week 23: Presentations (Apr 13-18)

This week is dedicated to sharing a 4-5 minute presentation (or equivalent) showcasing your learning as part of your work toward a badge or the certificate. We do this by creating intro videos or audio presentations for next year's class.
Select one of the topics from this Google Doc and putting your name on it (only one person per topic). Please read the instructions carefully.

  1. Post your presentation on your blog.
  2. Share: your link in the Week 23 Discussion.
  3. Comment in the Discussion and participate throughout the week.


Week 24: Summarize, assess and contribute (Apr 20-25)

  2. Post: create a post containing a list of links to all your posts for the semester, labeled by Week number*. Make a brief statement about the quality of each post and what it showed about your learning.
  3. Summarize your thoughts about this program.
  4. (Do the course evaluation.)
* It is this post that is assessed for earning the Online Education badge or POT Online Teaching Certificate (for those who have completed both semesters)

* Online Pedagogy badges awarded ____ (date)
* Certificates awarded to those completing both semesters



Syllabus licensed Creative Commons Attribution/NonCommercial/ShareAlike Program for Online Teaching 2013. Last updated 24 May 2013.
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