Difference between revisions of "WeTeach"
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| − | [[File:WeTeach | + | [[File:WeTeach Badge.png|alt=WeTeach badge|left|thumb|150x150px|WeTeach badge]] |
| − | + | '''WeTeach''' is a 5-week course open to anyone interested in designing high-quality online learning experiences as part of an online, hybrid, or mixed-format course. WeTeach participants work with their colleagues and course facilitators to learn how to apply evidence-based instructional design principles and standards to enhance their courses. WeTeach is an online asynchronous course with optional online and in-person meetings. Those who complete WeTeach receive a certificate and a digital badge recognizing their accomplishment. | |
| − | WeTeach is | ||
| − | ===Course | + | ==Schedule and registration== |
| − | WeTeach is | + | Register for an upcoming WeTeach session by sending an email message to {{TLT}}. |
| + | ==Course format== | ||
| + | *WeTeach is a 5-week course '''facilitated''' by experienced, professional instructional designers from WSU's Teaching, Learning, and Technology Services (TLT) team. | ||
| + | *WeTeach is a '''fully online asynchronous''' course, meaning there are no required class meetings. However, participants will interact with each other and the facilitators weekly via email, chat, and optional meetings. | ||
| + | *A '''basic working knowledge''' of D2L Brightspace, Zoom, and MediaSpace is a '''prerequisite''' for this course. Consider taking [[Teaching with Technology]] before WeTeach if you need to learn these fundamentals. | ||
| + | *Participants work through '''five content units''' that include relevant readings, interactive exercises, and group activities with clear weekly outcomes. | ||
| + | *All participants receive a complimentary copy of '''Online Teaching at Its Best (Nilson & Goodson, 2021)'''. Other options are available for those who already own this book. | ||
| + | *Participants should expect to spend '''about 8 hours per week''' on course-related activities. | ||
| + | *'''D2L Brightspace''' will be used to manage the course, '''Microsoft Teams''' will be used for instant messaging, and '''Zoom''' will be used for office hours and online meetings. | ||
| + | *Participants will gain experience using several other approved and fully-supported tools (e.g., H5P, VoiceThread, Flip) they might decide to use in their own courses. | ||
| + | *Participants who complete all of the course requirements will receive a '''certificate of completion''' and a portable '''digital badge''' they can display online (e.g., on LinkedIn). The badge expires in two years, and participants can complete a [[WeTeach Booster]] course to renew it. | ||
| − | + | ==Quality Matters== | |
| + | WeTeach promotes using the [https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf Quality Matters rubric and standards]. The decision to proceed with a formal or informal Quality Matters course review rests with each instructor. WeTeach courses prepare instructors for this process, and TLT supports those who decide to move forward with Quality Matters course reviews and certifications. | ||
| − | == | + | ==Course Units== |
| − | + | Below is a description of each WeTeach unit. Each module includes online readings, videos, articles, activities, and assignments. | |
| − | + | ===UNIT 1: Charting Your Course=== | |
| − | + | This unit is designed to help participants understand and navigate the WSU and Minnesota State policies and procedures for delivering online, hybrid, and hyflex courses. We also introduce unique course design and management challenges, including workload, equity, accessibility, empathy, and copyright. WeTeach promotes the principles of [https://www.cast.org/impact/universal-design-for-learning-udl Universal Design for Learning] (UDL) and building your course for universal access from the ground up. Finally, this unit explores the online availability of WSU student services for remote learners, including tutoring and technical support. | |
| − | == | + | ===UNIT 2: Instructional Design and Quality=== |
| − | + | In this unit, we explore the basic principles of instructional design, focusing on the importance of aligning learning objectives with activities and assessments. Participants start mapping these components of their own courses. This module also introduces the Quality Matters (QM) course review process and [https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf standards rubric]. We review all eight QM standards, cover the QM course review process, and discuss the importance of learning objective alignment in the QM approach. | |
| − | === | + | ===UNIT 3: Instructional Materials and Activities=== |
| − | Topics in this | + | Topics in this unit focus on integrating accessible learning content into courses, including publisher-provided materials (e.g., ebooks, test banks), open educational resources (OER), and self-authored content. We explore several OER repositories, introduce the H5P tool for self-authoring interactive content, and discuss Creative Commons licensing. We also focus on producing and effectively using video content (e.g., recorded lectures) in online courses. We explore common and complex course activities, including group writing, peer reviews, case studies, student presentations, and other active, creative, and high-impact assignments. This unit also covers using student portfolios, supporting teamwork, and developing signature, significant online learning experiences. |
| − | === | + | ===UNIT 4: Regular and Substantive Interaction=== |
| − | In this | + | In this unit, we discuss several tools and strategies for supporting student-instructor and student-student interaction in online courses. We review recent changes to Department of Education guidelines for "regular and substantive interaction" (RSI). We also discuss how to set clear expectations for online interaction and how to build a sense of belonging and community in your online, hybrid, and hyflex courses. |
| − | === | + | ===UNIT 5: Assessment and Feedback=== |
| − | In this | + | In this unit, we practice using the tools that support online formative and summative assessment (e.g., Brightspace quizzes and grade book) and explore good practices for providing timely and meaningful feedback. We also discuss how to maintain the integrity of assessments in online courses and what to do if you encounter academic dishonesty. Finally, we cover ways to maintain awareness of student progress and use rubrics to guide students effectively. |
| − | == | + | ==Questions== |
| − | + | Please contact {{TLT}} if you have any questions. | |
| − | == | + | ==More wiki articles== |
| − | + | *[[WeTeach Booster]] | |
| + | *[[Teaching with Technology]] | ||
| − | === | + | ==External links== |
| − | |||
| − | + | [[Category:Professional Development]] | |
| − | + | [[Category:WeTeach]] | |
| − | + | {{CC}} | |
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Latest revision as of 13:25, 10 April 2024
WeTeach is a 5-week course open to anyone interested in designing high-quality online learning experiences as part of an online, hybrid, or mixed-format course. WeTeach participants work with their colleagues and course facilitators to learn how to apply evidence-based instructional design principles and standards to enhance their courses. WeTeach is an online asynchronous course with optional online and in-person meetings. Those who complete WeTeach receive a certificate and a digital badge recognizing their accomplishment.
Schedule and registration
Register for an upcoming WeTeach session by sending an email message to TLT (tlt@winona.edu).
Course format
- WeTeach is a 5-week course facilitated by experienced, professional instructional designers from WSU's Teaching, Learning, and Technology Services (TLT) team.
- WeTeach is a fully online asynchronous course, meaning there are no required class meetings. However, participants will interact with each other and the facilitators weekly via email, chat, and optional meetings.
- A basic working knowledge of D2L Brightspace, Zoom, and MediaSpace is a prerequisite for this course. Consider taking Teaching with Technology before WeTeach if you need to learn these fundamentals.
- Participants work through five content units that include relevant readings, interactive exercises, and group activities with clear weekly outcomes.
- All participants receive a complimentary copy of Online Teaching at Its Best (Nilson & Goodson, 2021). Other options are available for those who already own this book.
- Participants should expect to spend about 8 hours per week on course-related activities.
- D2L Brightspace will be used to manage the course, Microsoft Teams will be used for instant messaging, and Zoom will be used for office hours and online meetings.
- Participants will gain experience using several other approved and fully-supported tools (e.g., H5P, VoiceThread, Flip) they might decide to use in their own courses.
- Participants who complete all of the course requirements will receive a certificate of completion and a portable digital badge they can display online (e.g., on LinkedIn). The badge expires in two years, and participants can complete a WeTeach Booster course to renew it.
Quality Matters
WeTeach promotes using the Quality Matters rubric and standards. The decision to proceed with a formal or informal Quality Matters course review rests with each instructor. WeTeach courses prepare instructors for this process, and TLT supports those who decide to move forward with Quality Matters course reviews and certifications.
Course Units
Below is a description of each WeTeach unit. Each module includes online readings, videos, articles, activities, and assignments.
UNIT 1: Charting Your Course
This unit is designed to help participants understand and navigate the WSU and Minnesota State policies and procedures for delivering online, hybrid, and hyflex courses. We also introduce unique course design and management challenges, including workload, equity, accessibility, empathy, and copyright. WeTeach promotes the principles of Universal Design for Learning (UDL) and building your course for universal access from the ground up. Finally, this unit explores the online availability of WSU student services for remote learners, including tutoring and technical support.
UNIT 2: Instructional Design and Quality
In this unit, we explore the basic principles of instructional design, focusing on the importance of aligning learning objectives with activities and assessments. Participants start mapping these components of their own courses. This module also introduces the Quality Matters (QM) course review process and standards rubric. We review all eight QM standards, cover the QM course review process, and discuss the importance of learning objective alignment in the QM approach.
UNIT 3: Instructional Materials and Activities
Topics in this unit focus on integrating accessible learning content into courses, including publisher-provided materials (e.g., ebooks, test banks), open educational resources (OER), and self-authored content. We explore several OER repositories, introduce the H5P tool for self-authoring interactive content, and discuss Creative Commons licensing. We also focus on producing and effectively using video content (e.g., recorded lectures) in online courses. We explore common and complex course activities, including group writing, peer reviews, case studies, student presentations, and other active, creative, and high-impact assignments. This unit also covers using student portfolios, supporting teamwork, and developing signature, significant online learning experiences.
UNIT 4: Regular and Substantive Interaction
In this unit, we discuss several tools and strategies for supporting student-instructor and student-student interaction in online courses. We review recent changes to Department of Education guidelines for "regular and substantive interaction" (RSI). We also discuss how to set clear expectations for online interaction and how to build a sense of belonging and community in your online, hybrid, and hyflex courses.
UNIT 5: Assessment and Feedback
In this unit, we practice using the tools that support online formative and summative assessment (e.g., Brightspace quizzes and grade book) and explore good practices for providing timely and meaningful feedback. We also discuss how to maintain the integrity of assessments in online courses and what to do if you encounter academic dishonesty. Finally, we cover ways to maintain awareness of student progress and use rubrics to guide students effectively.
Questions
Please contact TLT (tlt@winona.edu) if you have any questions.
More wiki articles
External links
Except where otherwise noted, text is available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.