This is a 5-week (mostly) asynchronous course, with only two synchronous sessions built in. At the beginning of the course, you will be invited to a virtual meet and greet and at the end you will have a chance to showcase your work. By the end of this short course, you will have developed a template for an online teaching module which will include clearly defined learning outcomes that are aligned with active learning experiences and assessment strategies that demonstrate student learning. 

Short course outline: 

Topics covered will include: 

• An overview of online learning including benefits and challenges for instructors and students 
• The importance of community in online environments 
• Best practices in facilitating online discussions 
• Articulating course expectations using the syllabus and rubrics 
• Handling communication with students in a virtual classroom 
• Basic information on the technical side of teaching using Canvas 

Participants will be required to: 

• Actively participate by posting to the discussion boards on the assigned topics on a weekly basis 
• Complete readings and watch included videos to enable them to make thoughtful posts and provide constructive feedback on the discussion boards 
• Participate in one scheduled class meeting using the online communication tool Zoom 

 

Certificate in University Teaching and Learning Connections: 

• 1.3.1  -I use strategies to encourage and foster open and healthy dialogue among my students 
• 2.1.1  -I articulate the type and difficulty of learning given the students in my context 
• 2.1.3  -I select active and engaging instructional strategies aligned to an outcome and intended assessment 
• 3.1.2  -I design formative and summative tools (rubrics, checklists, rating scales, etc.) that make learning outcomes and success criteria manageable and explicit

Textbook: We will be using an open textbook for this class, which you may view free of charge by following this link: bit.ly/ITOtext.

 If you are interested in this course, please email the Gwenna Moss Centre for Teaching and Learning. 

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