Online workshops and modules

This module has three parts:

• Part 1: Creating a Positive Learning Environment
• Part 2: Classroom Management Issues
• Part 3: Setting Expectations

The overall goal of this module is to present tools and strategies to help create a positive learning environment in your courses.

This module has three parts:

• Part 1: Preparing to Write Multiple Choice Questions
• Part 2: Writing Stems and Distracters
• Part 3: Improving Validity in Multiple Choice Tests

The overall goal for this module is to be able to analyze multiple choice questions and tests for effectiveness in terms of validity and student learning.

This module has three parts:

• Part 1: Return on Investment (ROI) and Student Engagement
• Part 2: Learning Effort and Integrated Learning Design
• Part 3: Structuring Assignments for Success

The overall goal for this module is that you will be able to reflect on key elements of assignment design in order to enhance engagement and success in postsecondary assignments.

This module has three parts:

• Part 1: Introduction to Rubrics
• Part 2: Designing a Simple Rubric
• Part 3: Building an Assignment Rubric

The overall goal for this module is to help you to design and evaluate a simple rubric and to analyze how rubrics fit into your assessment strategy.

This module has three parts:

• Part 1: Diversity Appreciation and Development
• Part 2: Inclusive Classrooms and Teaching Strategies
• Part 3: Challenges of Diverse Classrooms

The overall goal for this module is that participants will be able to use instructional frameworks and strategies to effectively plan inclusive postsecondary instruction.

The goal of this three part online learning module is for participants to explore the benefits and challenges of using ePortfolios for students and instructors, and to practice creating an ePortfolio assignment for a course. Participants will explore the evolution from paper portfolios to ePortfolios and discuss how ePortfolios are used in education. They’ll review the different types of ePortfolios, as well as several examples of each type. Participants will also discuss strategies and best practices for integrating ePortfolios into courses, including considerations for assessing ePortfolios.

Part 1: What are ePortfolios?

Part 2: ePortfolios in teaching and learning

Part 3: Integrating ePortfolios

By the end of the ePortfolio module, participants will be able to:

1. identify the benefits and uses of ePortfolios;
2. compare and contrast product versus process oriented ePortfolios;
3. describe considerations for use of ePortfolios, including strategies for scaffolding activities and assignments;
4. align ePortfolio assignments to course and/or program learning outcomes;
5. develop an outline for an e-portfolio assignment, including assessment criteria.

This module has three parts:

• Part 1: Assessment Goals
• Part 2: Learners and Learning
• Part 3: Learning Principles

The overall goal for this module is to analyze various elements of assessment strategies.

The goal of this module is for participants to identify the benefits of using and/or developing open educational resources for higher educational purposes, and to locate appropriate materials for specific subject matter.

The open resource model proposed here allows for instructors to reuse, re-purpose, and redesign any number of different open-license educational materials that are deemed appropriate for the use in a course. This is a departure from the traditional copyright model which restricts usage based on a paid model. This module will help you, the instructor, recognize how these resources can be implemented in your courses, and become aware of how open copyrights work and can be put to use on your own materials.

Part 1:

• Define OERs
• Identify different types of OERs
• Describe key characteristics of OERs
• Interpret aspects of copyright and differentiate various licensing models

Part 2:

• Describe the benefits of OERs in teaching and learning
  • Institutional Reasons
  • Individual Reasons
• Identify various challenges when using OERs

By the end of the OER module participants will be able to;

1. define OERs
2. identify different types of OERs
3. describe key characteristics of OERs
4. interpret aspects of copyright and differentiate various licensing models
5. describe the benefits of OERs in teaching and learning
   • institutional Reasons
   • individual Reasons
6. identify various challenges when using OERs

In this three-part module you will be introduced to the concept of Universal Design for Learning (UDL) and its importance in postsecondary education. The overall goal of this module is to promote reflection on practice through the lens of UDL in order to minimize barriers and maximize learning success for diverse students.

Part 1: Introduction to UDL

• Define the core guidelines of UDL; the “why,” “what” and “how” of learning.
• Describe the value of UDL in postsecondary learning environments.
• Identify the importance of UDL to make content accessible for ALL learners.

Part 2: UDL is course and assessment design

• Apply the UDL framework as a lens for thinking about the core elements of instruction – learning goals, instructional strategies, assessments.
• Examine course and assessment design elements for potential barriers.
• Identify options for presenting information and strategies to engage students when demonstrating their learning.
• Apply strategies for incorporating multiple means of engagement, representation and expression in assessment design.

Part 3: Selecting technologies to facilitate UDL

• Identify ways that the use of learning technologies align with the Principles of UDL.
• Examine strategies to select and integrate various learning technologies and align them with Bloom’s Taxonomy and the SAMR framework.
• Evaluate a potential technology tool for applicability to your course materials and/or assessments.

Duration: Six weeks
Time/Location: Completely online, participants will have readings and activities to complete each week but will not meet at one set time or place.

This six-week, fully asynchronous online, facilitator led series has been designed for full and non-full time faculty who are interested in teaching online/hybrid OR who are interested in improving or modifying an existing online or hybrid course.  The development of instruction and multimedia will be incorporated throughout this series.

Please note, this series does not walk you through the design and development of a new hybrid/online course rather the modification and improvements of an existing course.

Faculty will have weekly assignments, tasks, and readings in a Blackboard shell where they are assigned a student role.  They will also have practical hands on experiences in Blackboard in the teacher role.

• Part 1: An overview of online teaching
• Part 2: Your role as an online teacher
• Part 3: Adding materials to your online course
• Part 4: Preparing to teach your online course
• Part 5: What to do during the semester
• Part 6: Best practices and wrap up

If you have any questions or would like further information, please email Amy Goruk.

This three-part online learning module explores the use of micro-credentials and badges in teaching and learning. Through an examination of current use and effective practices, participants will recognize the benefits and challenges of incorporating micro-credentials and badges into their courses and programs.

Part 1: Micro-credentials in teaching and learning

Part 2: Digital badges and Open Badges in Practice

Part 3: Designing Digital Badges

By the end of the module, participants will be able to:

1. Define micro-credentials/badges and identify their current use in teaching and learning;
2. Discuss best practices in badges and strategies for implementation;
3. Identify course or program level accomplishments for badges;
4. Design a plan to implement micro-credentials/badges into a series of course learning activities.

This module has three parts:

• Part 1: Learners
• Part 2: Learning Theories
• Part 3: Learning Design

The overall goal of this module is to plan a lesson while considering learners and learner needs.

This module has two parts:

• Part 1: Critical Incidents – initial response
• Part 2: Critical Incidents – peer response

The overall goal for this module is to use Georgian academic policies and procedures to create a problem-solving framework to think carefully about incidents that arise before responding.