emblemMiraCosta Online Teaching Certificate
Program for Online Teaching

 

Cohort #3 Certificate Requirements
(for those beginning Fall 2010)

House of cards         
cc flickr by
hey mr glen

Begins September 1, 2010.

A self-guided program, which can be completed in one year (or more), which participants can begin in Fall of any year.

When you have finished the year, please submit your Certificate request checklist to phernandez@miracosta.edu.

 

Requirements:
1. Learning Pathway
2. Workshops
3. Community Participation

1. Learning Pathway (two consecutive semesters):

Your work must begin at the start of fall semester, and from the start you must blog weekly as part of the Pedagogy First! community blog.
[Note: Participants at the Pedagogy First! blog who want to receive flex credit for blogging or commenting need to submit a Category III: Individual Project proposal through the flex website for Professional Development Committee approval.]

First semester: Exploration

The first semester is a self-guided exploration of your own pedagogy and web resources.

Week 1: Introduction
# Read through the POT site & find out about the program.
# Contact Jim Sullivan to get your account as an author at the Pedagogy First! community blog.
# Introduce yourself at the Pedagogy First! community blog.
# Check out a few educational blogs.

Week 2: Your Pedagogy
# Blog about what you do effectively in class, including your favorite activities or lectures.
# Define your teaching style: are your a lecturer? a constructivist?
# Discuss what challenges you think you will have teaching in the online environment.

Week 3: Explore Examples of Online Teaching and Blogs about Teaching
# Check out some sample online classes
# Check out some of the teaching blogs, such as Delaney Kirk, Cathy Nelson, Vicki Davis, http://awyatt.edublogs.org/, http://teachonline2008.blogspot.com/, http://www.jbj.wordherders.net/ .

Week 4: Photos & Images
# Explore Flickr and learn about this popular image hosting site.
# Upload a photo or image into Flickr and annotate it.
# Create a blog post about what you did, and include your image and a link to it.

Week 5: RSS & Newsreaders
# Learn about RSS feeds (try RSS the Oprah Way) and setup your own newsreader account (Google Reader, for example).
# Locate a few useful online teaching or discipline-related blogs and/or news feeds and add them to your reader. Add the Pedagogy First! blog feed to your reader.
# Create a blog post about what you discovered.

Week 6: Creating Presentations
# Play around with a screencast program, like Jing, and Voicethread.
# Create a short slideshow in PowerPoint, upload it to Slideshare and add some audio of your voice to make a Slidecast.
# Create a short slideshow, or even one slide, with an audio comment in Voicethread.
# Blog about and embed what you created.

Week 7: Creating Community
# Create a Spruz or other social networking site and play with it.
# Create your own blog at a site like Edublogs, Blogger.com (associated with Google) , Wordpress.com (most powerful), or Tumblr (simplest).
# Check out Facebook or Twitter.
# Play with Elluminate (there's an installation inside Blackboard or a free trial at Elluminate) or another synchronous program (such as DimDim or Vyew).
# Blog about what you learned.

Week 8: Social Bookmarking
# Learn about tagging and discover Delicious (a social bookmaking site)
# Create your own account at Delicious or Diigo and collect at least 10 sites related to teaching or your discipline
# Blog your thoughts.

Week 9: Wikis and collaboration
# Learn about wikis and collaborative documents (such as Google Docs), at the POT site or elsewhere.
# Blog your ideas.

Week 10: Resources Online
# Explore online textbooks and e-books at sites like Project Gutenburg and open textbook.
# Search and find a good educational site in your discipline, something with animations that you can use.
# Write a blog post about your findings.

Week 11: Podcasts and Video
# Discover YouTube and a few sites that allow users to upload and share videos, such as blip.tv or Vimeo.
# Discover some useful podcasts about teaching or your discipline.
# Blog about what you learned.

Week 12: Explore copyright, accessibility and legal stuff.
# Learn about the TEACH Act (this UT site is good).
# Learn about online accessibility issues.
# Blog about what you learned.

Week 13: The Course Management System
# Read the article Insidious Pedagogy and check out the Moodle Tool Guide.
# Explore the EduTools comparison site
# Learn a bit about one CMS with which you are not familiar.
# Blog about your views on using a CMS, or any CMS in particular.

Week 14: Summarize
# Create a post containing a list of links to each of your weekly posts.
# Summarize your thoughts about this program..

Second semester: Pedagogy and Application

The second semester has changed in response to feedback. It now consists of readings, viewings of workshop videos and recordings, and application to one online, on-site or hybrid class if you so choose. Blog posts should be about the readings, recordings and any first-hand experiences implementing any of the tools explored in the first semester. Participate weekly at the Pedagogy First! blog to (1) document your work and (2) help your colleagues.

Continuing participants will need:

1. A Diigo account (get one for free at http://www.diigo.com/, then join the Diigo group mccpot -- (http://groups.diigo.com/group/mccpot)

2. A book: Susan Ko and Steve Rossen, Teaching Online: A Practical Guide, 3rd edition. It must be the 3rd edition -- the PDP office has the 2nd but it is outdated. There is one copy available as e-text through the library (log in with MCC id, download PDF browser plug-in if needed). Please buy hard copy before we start on February 1, if at all possible ($33 or $26 used from Amazon, $20-30 from Bookbyte). We'll have assignments to read each week.

Week 1: Introduction
# Read: Ko and Rossen, Chapter 1: Teaching Online: An Overview (also skim Chapter 2: Scouting the Territory)
Points: applying your in-class instructional strategies to online, teacher as facilitator and moderator, technology is second after teaching, reflecting on practice.


Week 2: Basics of Course Design

# Assigned reading: Ko and Rossen, Chapter 3: Course Design and Development
Points: converting a course means adapting it to available technologies, syllabus and assignments as raw material, goals versus demonstrable objectives, sequence of activities, presentation, discussion, groups and research, assessment

# Read Article: Chickering and Ehrmann, Implementing the Seven Principles: Technology as Lever (1996)

Week 3: The Online Syllabus
# Read: Ko and Rossen, Chapter 5: Creating an Effective Online Syllabus
Points: include lots of detail, due dates by time zone, define participation, be clear on task sequence, schedule by weeks in 2-3 day spreads of activity, supply information several times in different places.
# View Elluminate Recording: Lisa M Lane and Jim Sullivan, The Interactive Syllabus (Fall 2010)

Week 4: The Online Classroom
# Read: Ko and Rossen, Chapter 6: Buidling an Online Classroom
Points: adapting favorite teaching strategies to the online environment, units or weeks, determine how much to show, pacing and class size, course areas, make a downloadable syllabus, set up communications, quizmakers and gradbeooks, student tracking, student lounge.

# View Video: Building Community in Your Online Class (Pilar Hernández, Fall 2009 POT workshop)
# Read Jonathan Mott, Envisioning the post-LMS Era: The Open Learning Network (2010)

Week 5: Student Activities
# Read: Ko and Rossen, Chapter 7: Student Activities in the Online Environment
Points: multiple learning opportunities needed, teach collaboration, rubrics, projects, role-playing, simulations, groupwork, lab, reflective activities (blogging), discussion, case studies, peer review, guest speakers, cultural issues, using the whole web.

# Start bookmarking helpful websites to Diigo using the mccpot group
# Peruse Michael Wesch's Digital Ethnography course page

Week 6: Class Resources
# Read: Ko and Rossen, Chapter 8: Copyright, Intellectual Property, and Open Educational Resources (note: this chapter is particular to the United States only!)
Points: fair use, TEACH Act, linking and embedding, institutional policies, password protection, Open Educational Resources (OER), Creative Commons, academic integrity and plagiarism.
# View Video: Lawrence Lessig, How creativity is being strangled by the law (TED Talk, 20 minutes)
# Skim UT site on intellectual property
# Learn about online accessibility issues.

Week 7: Our Students Online
#
Read: Ko & Rossen, Chapter 10: Preparing Students for Online Learning
Points: terminology and navigation, helping with distance, student readiness, creating orientations, FAQs, anticipating problems.
# Read: Jakob Nielsen, College Students on the Web (2010)
# Read: Matt Richtel (NYTimes), Growing up Digital, Wired for Distraction (2010)
# Read: ECAR Study of Undergraduate Students and Information Technology (2010) (can just read Key Findings)

Week 8: Classroom Management
# Read: Ko & Rossen, Chapters 11 and 12: Classroom Management
Points: record keeping, always store files and content on your own machine, announcements, Twitter, protocol for questions, workload and class size, using groups to decrease workload, adjusting for class size, student activities and participation, tips for synchronous and asynchronous discussions, team teaching / privacy, identity, noisy/quiet./disruptive student behaviors.
# View Recording: Ten Time-Saving Tips for Online Teaching (Louisa Moon, Fall 2009 POT workshop)
# Seven Things I'd Want to Know (Lisa blog post, January 2011)

Week 9: Web-Enhanced, Hybrid and Open Classes
# Read: Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes
Points: concerns about blending, f2f time for complex issues, online discussion for an on-site class, using the web for class discussion, quizmaking, office hours, group projects, student presentations, don't make it optional, calculate total student time on task, interact with class online weekly.
# Read Article: R. Graham, J. Hilton, P. Rich, D. Wiley, . Using Online Technologies to Extend a Classroom to Learners at a Distance. Distance Education, 31(1), p. 77-92, (2010).

Week 10: Introduction to Educational Technology and Instructional Design
# Read Wikipedia definitions: Instructional Design and Educational Technology
# View Rick Schwier, History of Educational Technology (presentation 2010)
# Read contrasting view: Jaron Lanier, Does the Digital Classroom Enfeeble the Mind (2010)

Week 11: Personal Learning Networks
# View Video: Dean Shareski, Sharing: The Moral Imperative
# Read Gardner Campbell, A Personal Cyberstructure (2009) - can also see video if you wish (about 35 minutes)
Faculty should lead by example, "students must be effective architects, narrators, curators, and inhabitants of their own digital lives" .
# See Alec Couros, The Networked Teacher diagram (2008)

Week 12: Introduction to Online Education Theory
# View Video: Adventures in Online Pedagogy, (Jim Sullivan and Lisa M Lane, Spring 2010 POT workshop)
# Read Article: Larry Sanger, Individual Knowledge in the Internet Age (2010)
# Read Article: George Siemens, Networks, Ecologies, and Curatorial Teaching (2007)

2. Eight POT-approved workshops or an approved class in teaching online.

See the list for which workshops qualify under these categories -- we are backward compatible. If you cannot attend workshops on campus, you may view recordings of the workshops and blog about your reflections instead.

OT100 Online Pedagogy (2 workshops) -- can substitute Pedagogy First! blogging if the second semester is fully completed with all readings and recording viewing
OT200 Course Design Elements (2 workshops)
OT300 Technology Applications (1 workshop) -- can substitute Pedagogy First blogging if the first semester was fully completed
OT400 Experiential Workshops (2 workshops) -- can substitute Pedagogy First blogging if the first semester was fully completed with tool experimentation
OT500 Current Trends and Theory (1 workshop) -- a recorded session will be included in Pedagogy First! blogging assignments

3. Community participation.

All certificate candidates must participate in MiraCosta's online teaching community at the Pedagogy First! blog. The POT site features a forum led by experienced faculty. In addition to posting their own work, it is expected that all certificate candidates will comment on the work of others and help each other.

 

Idea for web exploration semester adapted from 23 Things, a professional development program created by Helene Blowers, which was based on the article 43 Things I Might Want to Do This Year by Stephen Abram.

    Last updated 11 January 2011.