Course Development Workshops
At the end of this course, you should be able to… : Writing learning objectives
The power of a well-written learning objective is at minimum three-fold. It provides a map that connects all the learning activities, topics and skills covered in the course; it gives students a concept of what to expect; and it forms a basis for student and course evaluation. In this workshop you will learn how to create a SMART objective (Specific, Measurable, Attainable, Relevant, and Targeted to the student) for the benefit of your student, as well as your own.
“How we design” series – Understanding by Design: Setting goals first
Theory aside, this workshop will give you excellent course planning tools to guide your instruction and assessment creation. The central elements of the Understanding by Design framework are (1) teaching for understanding and learning transfer; and (2) the course design that starts from these criteria. The design process begins with the identification of desired results, continues through determining acceptable evidence of student understanding and learning transfer, and culminates with instruction planning. The workshop instructors will provide you with practical examples of this design process and take-aways that you can immediately use in your course development.
Assess to improve, assess to measure: Formative and summative assessments
Assessment in both traditional and online classrooms serves two purposes, to guide students’ improvement (formative assessment) and to measure the level of proficiency that has been obtained (summative assessment). In this workshop you will explore the differences between the two assessments and the “whys” and “hows” that you can use in your courses.
Think outside the quiz: Authentic assessment
Depending on the learning objectives of your course, a quiz might not always be a true indicator of your students’ understanding. For a richer and deeper assessment of your students’ comprehension and skills, try using some methods of authentic (or alternative) assessment. In this workshop you will become more familiar with several types of authentic assessments you can use in your courses. You will also practice creating and scoring them.
“How we design” series – Significant learning experiences
You, as a developer and an instructor, aim to teach your students something significant, something that creates lasting change in their lives. This workshop presents a conceptual framework for identifying ways in which learning can be significant. You will analyze the Taxonomy of Significant Learning and its application to your teaching and design practice. The Taxonomy includes five kinds of learning: foundational knowledge, application learning, integration, the human dimension of learning (caring), and learning how to learn. You will leave this workshop with practical examples for creating significant learning experiences for your students.
A student-centered approach: Constructivism in online teaching
Individuals are thought to learn more effectively when they are led to discover and construct their own knowledge systems rather than when they are presented with already created knowledge schemes. The constructivist learning model builds on the thesis of learner control over the learning process. The main benefit of using this model in our instruction and course design is deeper understanding and longer retention of materials. In this workshop you will become more familiar with instructor and student roles in the constructivist learning model, evaluate your teaching and design styles and leave the workshop with practical examples of constructivist teaching to use in your courses.
Time on task: Helping retain busy students through effective course design
Even though you cannot make a day last 25 hours and you cannot pick up your students’ children from school to provide more time to study, you as an instructor or a course developer can implement some strategies to help your students stay on task and manage their learning process effectively. In this workshop we will identify some issues faced by online learners, and explore ways of addressing those issues from a course developer and faculty perspective.
Course Development and Online Teaching Workshops
A motivated student stays at school: Incorporating motivational strategies into online teaching
Many factors play a role in higher retention rates in online courses, including course design, instructor presence, and motivation. Research suggests that incorporating motivational design components into courses not only raises the retention rates, but offers the additional positive side effects of more active student engagement and improved academic performance. This workshop will introduce you to some motivational models and provide you with practical strategies for your teaching and course development.
Incorporating interactive strategies into your online course
Interaction can be challenging to incorporate into your online class, but it is also one of the most important features as it leads to increased student satisfaction, retention and learning. Research shows that raising the level of interactivity from learner-to-content, learner-to-learner, and learner-to-instructor has a major positive impact on the quality of online distance learning programs. Incorporating interaction into your course will have the following benefits: it will build a sense of community, provide students with formative feedback, expose students to a variety of learning resources, and actively engage students in the learning process. Learn how you can harness interactive learning strategies or develop an environment that supports interactive learning in your course.
Teaching adult learners
Part of Empire State College’s mission is to use innovative and flexible approaches to higher education that transform individuals and communities. This mission attracts adult learners who often need a certain amount of flexibility to balance their personal, professional, and academic lives. Working with adult learners presents some challenges such as understanding how adult learners identify themselves, what physiological characteristics might affect learning, how adults prefer to learn, and what motivates them. In this workshop we will address these challenges and identify best practices in adult learning.
Online Teaching Workshops
Providing constructive feedback
Students learn faster and more effectively if they are provided with timely feedback as they proceed in their learning. In the online environment, there is no such thing as too much feedback. In addition to the quantity of feedback, it is equally important to give your students high quality feedback. Meaningful feedback helps clarify the expectations, provides students with information about their learning, and facilitates the development of students’ self-assessment skills. In this workshop you will learn strategies for meaningful and constructive feedback, and then practice those strategies in real-life contexts.
Tell me and I forget. Teach me and I remember. Involve me and I learn: Strategies for engaging your students
Engagement is one of the key elements in a student’s persistence to learn. A student engaged in course material will most likely stay in the course. A student engaged in school events will most likely complete their studies at that school. Many times, student engagement depends on course materials, but many more times it depends on instructors and their delivery, presence, and activity in a course. In this workshop you will learn and practice strategies that enhance student engagement in your courses.
Facilitating online discussions
An effective online discussion goes beyond answering questions based on the course readings. A forum is one of the few tools in online learning where, ideally, the whole class is engaged in discussions with each other, with the instructor, and with the course material. A forum presents a unique opportunity for the instructor to connect with students, and clarify the key concepts and elements of the course logistics. A forum also gives students an opportunity to construct understanding of the material and form relationships with other students. In this workshop you will be introduced to best practices of online discussion facilitation. You will also practice the skill in real-context examples.
Creating a sense of community in your online course
Research has shown that the development of community in online learning is an essential factor for improving student satisfaction with the course experience. In the online learning environment, students are physically isolated from the instructor and from each other. Because of the physical isolation, it is easy for students to feel disconnected and lost. An instructor has tools to overcome these feelings of isolation and create a community of online learners. In this workshop we will discuss what you as an instructor can do to promote the sense of community among your students.
Effective written communication in the online environment
In online courses, the type of communication that prevails over any other type is written communication. Written communication, unlike face-to-face or telephone communications, does not have the benefit of voice cues or body language. However, it still conveys the message using a person’s vocabulary, semantics, and syntax.
- IN YOUR NEXT PAPER, USE APA STYLE TO CITE YOUR SOURCES!!!
- In your next paper, use APA style to cite your sources. :-(
- In your next paper, use APA style to cite your sources. :-)
- In your next paper, use APA style to cite your sources.
Even though the sentences above are comprised of the same words, their tone is different. In this workshop you will practice creating messages to increase student connectivity, engagement, and retention.
Time on task: Helping retain busy students and staying sane in the process
Flexibility is one of the factors that attract students (and instructors) to online learning. The fact that students can learn and complete their school work on their own time makes education a possibility for many students. Flexibility, however, also means that there is always tomorrow. In this workshop you will learn ways to assist your students with efficient participation in your online courses, in spite of their busy schedules. You will also learn more about how to navigate your own busy life when your classroom is open 24 hours a day, seven days a week.
Recognizing and helping a struggling student
Research shows that well over half of student withdrawals from online courses are attributed to students’ concerns involving skills necessary for the course completion and isolation from other students and the instructor. This workshop will offer you several ways of recognizing students who are struggling with either the subject matter or general unpreparedness for online learning. You will also learn how to reach out to such students and what your next pedagogical and administrative steps should be.