Blended Learning Course
3 Graduate credits
June 9, 2014- August 25, 2014
In order to be a good online instructor, teachers need to first experience online learning as a student. Participants will participate in a vibrant community of online learners using various online learning tools such as discussion boards, online video, webinars and electronic peer review workshops to learn about best practices for teaching online. Participants will also receive assistance creating their own blended learning course using the learning management system of choice. The purpose of the course is to expand what you already do face-to-face to include online learning spaces for your students.
Aligned to iNACOL’s Standards for Quality Online Courses and Standards for Quality Online Teaching, the course models good practice for online facilitation.
Topics covered in the course include:
Module 1: Course Orientation- Participants will be given a brief overview of the course and will be introduced to basic tasks both as a student and course builder. Strategies and tips for working as an online student in this course will be shared.
Module 2: Why Go Virtual?- Participants consider why you are working to implement an online learning instructional model. Along with exploring and discussing the pedagogy of online learning.
Module 3: Instructional Design- What are best practices of online learning? How will instructional design vary for different grade levels? These are questions participants will ponder as they begin to plan and build out the instructional design of their course. Participants will gain further insight in online learning pedagogy through participation in this week’s forum. As a
learning community, one goal we will all share is examining and reflecting on our teaching practices as we move into an online learning environment.
Module 4: Intellectual Property Rights, Copyright and Creative Commons- Participants will review information on copyright, fair use and creative commons, they will consider what practices you will model for their students as you build your course area in Canvas.
Module 5: Synchronous and Asynchronous Communication- This module focuses on how to support synchronous and asynchronous communication in your. The overarching theme is the idea of building a sense of community in your online class.
Module 6: Collaboration- This week’s topic of supporting collaboration in your course is a natural
follow-up to last week’s topic of communication. The major focus this week is course
development and practicing collaboration with your colleagues using interactive activities in
Module 7: Critical Feedback and Peer Review– At this point, the focus in this course has very much shifted to the development of the curriculum map for your online course. During this module participants will be participating in providing and receiving peer feedback electronically. This module’s forum is centered on strategies for providing constructive feedback to colleagues and students.
Module 8: Preparing Students for Online Learning-This week focuses on anticipating and preparing for students’ needs in an online course. Participants will learn how to create a screencast for their course that helps orientate students to the course.
Module 9 Communication with Key Stakeholders- This week focuses on preparing for the rollout of your course. Participants asked to write a letter of introduction for your course that will introduce the course to your students and their parents.
Module 10: Reflection and Course Completion- The focus this week is to wrap up the final details of your course curriculum map and to reflect on your journey as an online instructor.
Dr. Tammy Stephens Dr. Stephens has a Doctorate in Learning Technologies from Pepperdine University. Her research interests center around using technology to create transformative communication patterns for learning.
Alan Karbel Alan is a Library Media Specialist in the Shorewood School District. He received his Master’s Degree in Education from National Louis University.
Registration Cost: $225 per person
Graduate Credit from Viterbo University: $450.00
Creating Effective Flipped Classrooms
1 Graduate Credit
Dates: June 16, 2014 – July 27, 2014
In this one credit course, participants will learn about the educational research behind flipped learning. We will share best practices, models and practical examples. Participants will create a flipped learning lesson, video and assessment for their classroom.
Topics included in the course include:
Myths & Realities of Flipped Learning
Flipped learning is one of the hottest educational trends. In this module participants will explore what the research says about Flipped Learning.
Planning a Flipped Lesson
In this module participants will plan a flipped lesson. Planning will include both the online components and in-class activities.
Introduction to Screencasting
In this module you will learn how to create a screencast. You will learn how to capture, edit, publish and share your screencast.
Cost: $190 per person
Graduate credit from Viterbo University: $340
Sue Bradtke Sue is an instructional designer for eClass4learning. She also has experience teaching K12 students in non-traditional settings. Sue has a Master’s Degree in Computer Science from Cardinal Stritch University and a Master’s in Learning Disabilities from the University of Wisconsin- Whitewater and a Bacholor’s Degree in Special Education and Elementary Education from the University of Wisconsin Eau Claire.
Cancellation Policy: All cancellation requests must be made in writing. A $50 processing fee will be charged prior to one week before the event. Cancellations within a week of the event will not be accepted.
Questions can be directed to Sandra Orwig at [email protected] or
(800) 408.4935 x 1.