Online Teaching Hub
Teaching online requires the same art as face to face teaching, but it requires a different set of technical skills and intuition to realize that art in the technology mediated environment of an online class. In fact, even many of our face to face classes have online components. Both students and teachers need to be prepared for learning in the online environment.
Summer 2020 Online Teaching Institute
The Learning and Teaching Center recently held the Summer 2020 Online Teaching Institute, and we're happy to now make videos of those sessions available to you. You can also download PDF resources related to the courses. Please be aware, you will be asked to log in to the UC Kaltura system before viewing the videos.
Teaching Online 1001: Starting from Zero (Recorded Session)
- Where online and face to face teaching overlap
- How online and face to face are radically different teaching experiences
- Key points of your face to face course that need to change when you go online
Facilitating Online: fostering engagement (Recorded Session)
- What online engagement looks like
- What technology to use for online engagement
- How to assess online engagement
Online Course Management: Organization, Time, and Communication (Recorded Session)
- Organizing a course by “page” or by “module”
- How to organize your schedule to teach online
- How to organize communication with online students
Assessing student achievement online: formative and summative. (Recorded Session)
- Why formative assessment in an online course is important
- How to design summative assessments that align with course learning outcomes
- How to deal with issues of academic dishonesty in online classes
How to address academic dishonesty in an online class (Recorded Session)
Distance Learning Design Seminar
The Distance Learning Design Seminar is a nine week fully online seminar offered each semester. This course covers the basics of online course design and facilitation through the experience of building an online course and participating in group activities. Applying the Quality Matters Rubric to assess online course design is also a part of this seminar.
UCBA faculty teaching online or hybrid courses are expected to have completed the UCBA Distance Learning Design Seminar. In addition, many who are interested in teaching online or who use techniques such as flipped classrooms or put a lot of content online have also found the seminar helpful.
The Distance Learning Design Faculty Seminar will be offered online each semester to UCBA faculty. This course is a structured course that facilitates building (or improving an existing) online or hybrid course.
If you are teaching -- or planning to teach -- an online or hybrid course, please consider registering for this seminar as a way to prepare your course. Completion of the seminar is expected (per the UCBA DL Policy insert link here) for faculty teaching online or hybrid courses. In addition, faculty teaching flipped courses, and those using Canvas or other technology, also find the seminar beneficial when designing their courses.
Seminar activities will begin the second week of the semester and will run throughout the semester, ending before the end of the semester. The Course includes eight modules. The modules mostly run weekly; however, several modules run better over two weeks, so the session can span 11 weeks.
Participants are expected to attend an all-day Quality Matters Applying the Rubric workshop (if you have not already). This workshop scheduled for the second or third week of the semester at UCBA. If you anticipate a conflict with the Quality Matters workshop, please talk with the instructor regarding alternatives.
After completing this course, participants will be able to:
- Create and organize appropriate readiness assessment activities, student learning outcomes, assessments, and activities for an online course delivered through the Canvas learning management system.
- Appropriately align student learning outcomes, assessments, and activities for a given online course.
- Evaluate and provide feedback on peers' student learning outcomes, assessments, and activities in a supportive manner that promotes effective revision.
Online Teaching Tips
These teaching tips come from the UC Blue Ash Online Teaching Support Brownbag meetings that convene once per semester to discuss problems with online teaching and our collective wisdom solutions.
- In the syllabus, give an approximation of how much time the course will take.
- Mention that online is the same workload as face2face.
- In the Readiness Assessment Activities at the very start of the course have an activity where they give advice to student trouble scenarios. One should include having a hard time managing the course workload.
- Have the students write a promise of time committment early in the course.
- Have a time management activity early in the course where they plan when they will get their coursework done.
- Grade postings.
- Provide a rubric and a sample good posting.
- Provide clear guidelines for responses that outline all the components of a good posting. Consider scaffolding the response with a) describe X, b) explain X, c) evaluate if X is Y based on your description and explanation.
- Have a minimum sentence requirement.
- Reqire citations from articles and the textbook to back up assertions.
- Have an orientation to the course resources at the start of class.
- Provide a chronological list of activities with due dates at the start of each module or unit so that the list of what they must do is clear.
- Give clear instructions and include little tutorials when a new kind of activity shows up.
- Assign drafts for feedback so that you get better final projects that are quicker to grade.
- Use a rubric for grading to make the grading process go faster. Use the filled out rubric as feedback.
- Consider noon deadlines since midnight deadlines seem to result in late assignments done late at night.
- Make clear response policies, maybe email questions answered in 24 hours, feedback on assignments in 48 or 72 hours.
- Block specific, non-negotiable time out to "teach" your online course. Say, "No," when people try to schedule things during that time. Say, "No, I'm sorry, I can't come then: I'm teaching."
- Have a canned message that includes the phone number for UCIT and Blackboard Help.
- Anticipate the technology problems and create a little library of Jing tutorials so that you can just email out a link to students who can't do things.
- Put all the course technology in you Readiness Assessment which requires students to run through all the tech in the first week to see where the problems might be and solve them early.
- We need to model the careful phrasing of email to our students so they can see good modles.
- Address the student using all the protocols of formal email with a salutation, a body that explains the message, a closing, and one's full namel.
- Make a tutorial or exercise that explains what good formal email looks like and insiste that this forma be followed in the email communication of the course. If you do this, then you need to remember to do it yourself to model what it looks like.
- Compare it to a face to face version of the class. Technically, they should be equivalent.
- Have a peer review
- Check the course alignment: list the student learning outcomes, list the major assessments and which learning outcomes they assess. List the activities you do and how they line up with the assessment. Fix holes or overlap.
Learning and Teaching Center