Online Auditing Course Redesign Susan Lulee Slideshare

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Su-Tuan Lulee

This is a final project report for a project that aimed at redesigning online courses.

Education Technology

Online Auditing Course Redesign By: Susan Lulee Instructor: Dr. Marcie Bober-Michel Date: Dec. 15, 2008

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The original Baseline was developed after wide consultation on best UCL practice and was endorsed by Academic Committee in September 2011. The Baseline is reviewed annually and the 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education. The E-Learning Baseline covers two levels of e-learning use: - Baseline (for campus-based courses 1). - Baseline+ (in addition to the Baseline, for wholly online courses). For each of the ten categories there is a description of what is needed to meet the requirements for both levels.

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Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.

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It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.

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Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.

Faculty Mentoring Faculty

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More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002). As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program. It is divided into three sections: Faculty Preparation for Online Teaching, College Support for Online Teaching, and Online Student Support Services.

Guide to Establishing an Online Teaching Program

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A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset. Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience. Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.

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