WeTeach is an interactive, collaborative course intended for instructors who teach online or blended courses. Instructors will become an online student in the course to develop their own online teaching skills. This course also allows instructors to share online teaching experiences and best practices.
This course is for instructors who are new to online teaching. It is also for instructors looking to expand their skills, explore new ways to engage students, and use technology more effectively to save time.
WeTeach is an eight-week course that consists of eight online modules with 1-hour weekly virtual meetings. Expect to spend eight to nine additional hours reviewing lectures/readings and completing assignments developed to strengthen your online teaching and design skills.
Certificate of Completion Requirements
- Attend six out of the eight virtual meetings
- Complete the required assignments listed in syllabus
At the completion of the course, all participants will have the opportunity to receive up to 2 hours of individual instructional consultation related to WeTeach course topics with a Coach Consultant. Participation in instructional consultation is optional and is not required to receive the Certificate of Completion. The consultation hours are non-transferable and expire three months after the published course end date. The assignment of Coach Consultants, all of whom will be Quality Matters Master Reviewers, will be managed by Minnesota Online Quality Initiative Co-Coordinators.
Course Learning Objectives
- Identify the proper MinnState Media Code
- Identify and discuss how to utilize D2L Brightspace tools
- Discuss the difference between online and F2F courses
- Identify characteristics of your student population and online support services to meet their needs
- Discuss the Quality Matters (QM) rubric and review process
- Discuss the different between course design and delivery
- Summarize key finding from literature related to a QM Standard
- Describe different tools used for online collaboration and communication
- Discuss the use of Collaborative Learning in online/blended courses
- Describe best practices for using a virtual room and online discussion boards
- Discuss instructor presence techniques and best practices
- Discuss different instructional design models
- Write measurable learning objectives suitable for course level
- Discuss formative and summative assessment options for an online/blended course
- Apply aligning learning objectives, learning activities, and assessments
- Apply learning activities and assessments that are sequenced and varied
- Apply Universal Design principles (ie. ADA Compliance)
- Define Copyright and Intellectual Property
- Discuss the use of online assessment and feedback tools in D2L Brightspace
- Draft active learning activities and assignments for an online course
- Draft a clear grading policy and list activities and assessments contributing to final grade
- Define response time on communication and assignment feedback
- Discuss interaction between student to student and student to instructor
- Create a rubric to evaluate student performance
- Discuss strategies to ensure academic integrity
- Explain how to transition face-to-face assignments online
- Discuss options for integrating self-authored, publisher-provided, and open educational resources into online courses
- Create recorded lectures
Below is a description of each module.Each module includes online readings, videos, articles, activities and assignments. Each module also includes a live virtual discussion and presentation.
Module 1: Charting Your Course & Student Support Services
Topics in this module include an introduction to online teaching at WSU, an overview of the tools available, online instruction, and developing a work plan. In this module, we will also review campus support services and resources available to online students, including technical support, access services, and tutoring.
Module 2: Quality Matters & Alignment
In this module, you will be introduced to the Quality Matters (QM) process and rubric, the importance of learning objective alignment, and how to get and keep your students engaged. The QM process for course design is the framework for quality assurance in online course development used by TLT.
Module 3: Communication & Collaboration Online
In this module, you will learn how to use several tools to communicate with your students, including tools for facilitating group work and team projects online. We will cover tools such as D2L, Facebook, Twitter, and Adobe Connect. We will also discuss how to set and communicate your expectations for online netiquette.
Module 4: Learning Objectives & Course Design Models
In this module, you will be introduced to two different instructional design models to help you structure your online course design project. We will also cover the process of writing effective and measurable learning objectives. Learning objectives help to define your expectations for students within the curriculum and the course. Well-written learning objectives are essential to instructional course design.
Module 5: Online Assignments Examples
In this module, we will explore several D2L assessment tools including quizzes, rubrics, and assignment folders. We will demonstrate best practices for grading online homework. This module will also look at the use of rubrics in online courses and provide some useful resources for building rubrics and clearly communicating expectations for assessments.
Module 6: Feedback, Assignment Instructions & Rubrics
There are many different types of assignments that can be incorporated into an online course. This module will provide you with examples on how to move some of your face-to-face assignments into an online course. Examples include case studies, scenario-based discussion boards, student video assignments and debates.
Module 7: Instructional Materials
Topics in this module include content authoring, the use of publisher-provided content (e.g., ebooks, test banks), and the integration of open educational resources (OER). We will introduce you to several OER repositories and discuss Creative Commons licensing. We will also discuss the use of recorded lectures and video software.