The Art & Science of Teaching Online Syllabus Course Facilitators:

The Art & Science of Teaching Online Syllabus
Course Facilitators:
Susan Armitage
E-mail: [email protected]
Phone: (702) 895-2347
Michael Stimpson
E-mail: [email protected]
Phone: (702) 895-2089
Elizabeth Barrie
E-mail: [email protected]
Phone: (702) 895-5837
Rexel Suba
E-mail: [email protected]
Phone: (702) 895-0250
Christine Ditzler
E-mail: [email protected]
Phone: (702) 895-5574
Michael Wilder
E-mail: [email protected]
Phone: (702) 895-2258
Feel free to contact any of the facilitators above for assistance.
Course Description
The main goal of this course is to provide essential training, experience, and teaching models for
online educators. As you probably know, good teaching practices are universal regardless of the
delivery method for the most part. At the same time, there are subtle differences between face-to-face,
fully online, or hybrid education. The main objectives of this course are to enable you to identify these
differences and to empower you with the technological and pedagogical skills necessary to be
successful online educators in any of these modes.
As you progress through this course, you will apply your passion for learning in flexible learning
modules. Once you have completed the initial "Starting the Journey" module, you may choose your
own path through the five remaining learning modules. You will also learn strategies to maximize your
instruction, build community, and promote student learning.
The tools in WebCampus will be presented in a manner that allows you to practice their use in a nonthreatening environment and allow you to apply them in your own online course. The knowledge of the
tools and teaching strategies should enable you to determine which technique works best for your
desired style and outcome. Additionally, you will become familiar with the comprehensive instructional
design, instructional programming, and instructional art services provided by the Office of Online
Education (OE).
Course Learning Objectives
Upon completion of this course, participants will be able to:
• Describe standard design and development processes for fully online or hybrid courses at
UNLV
• Prepare typical planning documents necessary for developing an online class (syllabus, course
schedule, learning objectives)
• Identify online teaching techniques that encourage student success
• Develop effective communication and collaboration strategies in online courses
• Design valid and authentic assessments for online learning
Box 451038, 4505 S. Maryland Parkway, Las Vegas, NV 89154-1038 | (702) 895-0334
1
Materials
No textbook is associated with this course. All materials are embedded within the course.
Prerequisites
Other than being an educator at UNLV, there are no prerequisites for participating in this course.
Assessment & Evaluation
All assignments, quizzes, and other learning activities are assigned points that are earned all or
nothing. Achieving basic competence in all activities is required for success in the workshop, earning
100% of the available points. Note that activities can be repeated or revised until all points are earned.
Participants are invited to complete a brief evaluation survey upon completion of each module.
Technical recommendations
Please review the following computer hardware and software recommendations:
http://online.unlv.edu/content/resources/recommended-computer-software-and-hardware
Expectations
Participants
Please realize that the rigors of this course require regular dedication. Although the program is largely
self-paced, most modules should be completed in one week however. You will be responsible for
interacting with peers via online discussion regularly. Timely participation in the weekly discussions
and assignments is vital to you and your classmates' success in this workshop.
Facilitator(s)
Facilitators will communicate expectations and provide clear instructions on a regular basis.
Facilitators will respond to correspondence within 48 hours. The facilitators will be present in the
course, providing sufficient time with you to successfully complete the workshop.
Schedule of Instruction and Learning Activities
Learning activities in this course are organized into separate modules ("learning quests"). Each
module takes approximately five hours to complete. There is no official start or end date to this
course. You may accomplish each module on your own schedule, but the expectation is that
you will complete each module in about a week. A certificate of completion for the course will be
rewarded after completion of all six modules.
Learning Quest: Starting the journey
"Starting the Journey" is designed to introduce you to the structure and format of the Art & Science of
Teaching Online program. In addition to the structure of the program, the learning quests and
achievements will be explained. You will also learn what is required in order to earn the UNLV Online
Education Art & Science of Teaching Online certificate and badge. In addition, this introductory quest
will introduce you to the Office of Online Education. We want to be sure you are aware of all the
resources that are available through our office. You'll see an overview of the process of developing an
online course with OE and be made aware of some of the OE professional development opportunities
that are available to UNLV online and hybrid faculty.
Learning Quest: Planning and designing a course
In this learning quest, you will develop your understanding of planning and designing an online course.
Just like a face-to-face class, development of an online class takes time. Whether you have a quality
syllabus and agenda developed for a face-to-face version of your course or are starting from scratch,
you’ll need to develop your online course by considering the objectives of your course, the needs of
your students and the tools available for online instruction.
Box 451038, 4505 S. Maryland Parkway, Las Vegas, NV 89154-1038 | (702) 895-0334
2
Learning Quest: Teaching an online course
The goal of this module is to explore some of these techniques as they apply to the online environment.
As opposed to many of the other learning quests in The Art & Science of Teaching Online, this module
focuses specifically on what happens when the course has begun (teaching and learning) as opposed
to what must be done before the course begins (curriculum development). This learning quest
provides some essential tips for being prepared to teach online and for nurturing the success of
students while the course is underway.
Learning Quest: Content presentation and online resources
This learning quest is focused on demonstrating how to organize your course content in order to
maximize student engagement. It covers tips for scaffolding and chunking as well as demonstrates a
variety of content types that you can put in your own course in order to give provide variety and
facilitate student learning. Courses that integrate a variety of authentic learning experiences offer
unique perspectives and insights. Such variety can also improve learning when you provide content
that appeals to different learning styles.
Learning Quest: Communication and Collaboration
This learning quest is focused on establishing a learning community and nurturing interaction. You will
consider the many ways to communicate with your students and keep an active presence in the
classroom. Communication is essential in the online course. This is how your students get to know you,
to know one another, and create an active learning community. In the online classroom, students need
more feedback, as well as support and encouragement, from the instructor to keep them engaged. It is
important to establish effective communications from the very beginning.
Learning Quest: Assessments and Rubrics
This learning quest first focuses on the culminating activities in instruction: the tests. First, we define
our optimum meaning of assessing student comprehension. We follow this with considerations of
cheating and some testing plans. Then, we look at the transfer of learning (near transfer vs. far
transfer), before looking at creative assessment consideration. The quest continues with a focus on
rubrics. The rubric's efficacy in organizing assessment (assignments, tests, discussions, any graded
activity) is explained. Supporting this is content on planning for engaging student work and disciplinealigned evaluation. This quest concludes with ideas for engaging assessment activities that students
can complete, either on their own or among peers.
Course Structure
Course content is module based, which is to say that is broken into weekly thematic units of
educational content. Following the "Start the Journey" introductory unit, participants will engage with
successive modular content on a regular basis. Following are details regarding the structure of a
typical module:
Module Structure
The Module Overview Page
Each module in this course will begin with an overview page. The overview page (also referred to as
the module learning guide) consists of a brief paragraph or two explaining what is to be covered in the
module. It lists learning objectives, reading assignments, and learning activities required to complete
the module.
Lesson Pages
The module overview page is followed by lesson pages that will vary in length depending on the
complexity of the module objectives.
Box 451038, 4505 S. Maryland Parkway, Las Vegas, NV 89154-1038 | (702) 895-0334
3
Web-based tutorials
Many modules will contain Web-based tutorials. These are self-contained instructional assets that will
allow you to see how the tools in WebCampus work. They will provide you familiarity with the tool and
give you an opportunity to practice using it in your own course.
Discussions
Every module will contain opportunities for students to interact with each other and the instructor
through discussion forums, chat rooms or Web conferencing. Participation in these opportunities are
crucial. You perspectives and insight are highly valued in this experience.
Assignments
Your assignments for this course will take many forms in order to help introduce you to a variety of
assessment methods. You may be asked to create a video, interview a colleague, or design a lesson
for your own class. In terms of format, you may be asked to create a Word document or compose a
response directly in a WebCampus tool.
Evaluation/Assessment
The evaluations and assessments in this course are meant to be non-threatening. They are used to
measure your progress in acquiring mastery with online teaching and learning techniques. Certain
assessments are set up for you to experience online learning from your students' perspective, while
others have been set up so you can learn how to troubleshoot common problems within WebCampus.
Online Etiquette (Netiquette)
Portions of this course may require you to interact with your peers. Following are some guidelines that
may be helpful in establishing online communication protocol.
http://online.unlv.edu/content/resources/netiquette-etiquette-communicating-online
UNLV Policies
Academic Misconduct – Academic integrity is a legitimate concern for every member of the campus
community; all share in upholding the fundamental values of honesty, trust, respect, fairness,
responsibility and professionalism. By choosing to join the UNLV community, students accept the
expectations of the Academic Misconduct Policy and are encouraged when faced with choices to
always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves
in a manner compatible with UNLV's function as an educational institution. An example of academic
misconduct is plagiarism. Plagiarism is using the words or ideas of another, from the Internet or any
source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved
December 9, 2005) located at: http://studentconduct.unlv.edu/misconduct/policy.html.
Copyright – The University requires all members of the University Community to familiarize
themselves and to follow copyright and fair use requirements. You are individually and solely
responsible for violations of copyright and fair use laws. The university will neither protect nor defend
you nor assume any responsibility for employee or student violations of fair use laws. Violations of
copyright laws could subject you to federal and state civil penalties and criminal liability, as well as
disciplinary action under University policies. Additional information can be found at:
http://provost.unlv.edu/copyright/statements.html.
Disability Resource Center (DRC) – The UNLV Disability Resource Center (SSC-A 143,
http://drc.unlv.edu/, 702-895-0866) provides resources for students with disabilities. If you feel that you
have a disability, please make an appointment with a Disabilities Specialist at the DRC to discuss what
options may be available to you. If you are registered with the UNLV Disability Resource Center, bring
your Academic Accommodation Plan from the DRC to me during office hours so that we may work
Box 451038, 4505 S. Maryland Parkway, Las Vegas, NV 89154-1038 | (702) 895-0334
4
together to develop strategies for implementing the accommodations to meet both your needs and the
requirements of the course. Any information you provide is private and will be treated as such. To
maintain the confidentiality of your request, please do not approach me before or after class to discuss
your accommodation needs.
Religious Holidays Policy – Any student missing class quizzes, examinations, or any other class or
lab work because of observance of religious holidays shall be given an opportunity during that
semester to make up missed work. The make-up will apply to the religious holiday absence only. It
shall be the responsibility of the student to notify the instructor no later than the end of the first two
weeks of classes, January 31, of his or her intention to participate in religious holidays which do not fall
on state holidays or periods of class recess. This policy shall not apply in the event that administering
the test or examination at an alternate time would impose an undue hardship on the instructor or the
university that could not have reasonably been avoided. For additional information, please visit:
http://catalog.unlv.edu/content.php?catoid=4&navoid=164.
Incomplete Grades – The grade of I – Incomplete – can be granted when a student has satisfactorily
completed all course work up to the withdrawal date of that semester/session but for reason(s) beyond
the student’s control, and acceptable to the instructor, cannot complete the last part of the course, and
the instructor believes that the student can finish the course without repeating it. A student who
receives an I is responsible for making up whatever work was lacking at the end of the semester. If
course requirements are not completed within the time indicated, a grade of F will be recorded and the
GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the
course but make individual arrangements with the instructor who assigned the I grade
Tutoring – The Academic Success Center (ASC) provides tutoring and academic assistance for all
UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more
about subjects offered, tutoring times and other academic resources. The ASC is located across from
the Student Services Complex (SSC). Students may learn more about tutoring services by calling
(702) 895-3177 or visiting the Academic Success Center Web site at:
http://academicsuccess.unlv.edu/tutoring/.
UNLV Writing Center – One-on-one or small group assistance with writing is available free of charge
to UNLV students at the Writing Center, located in CDC-3-301. Although walk-in consultations are
sometimes available, students with appointments will receive priority assistance. Appointments may be
made in person or by calling 895-3908. The student’s Rebel ID Card, a copy of the assignment (if
possible), and two copies of any writing to be reviewed are requested for the consultation. More
information can be found at: http://writingcenter.unlv.edu/
Rebelmail – By policy, faculty and staff should e-mail students’ Rebelmail accounts only. Rebelmail is
UNLV’s official e-mail system for students. It is one of the primary ways students receive official
university communication such as information about deadlines, major campus events, and
announcements. All UNLV students receive a Rebelmail account after they have been admitted to the
university. Students’ e-mail prefixes are listed on class rosters. The suffix is always @unlv.nevada.edu.
Box 451038, 4505 S. Maryland Parkway, Las Vegas, NV 89154-1038 | (702) 895-0334
5