Syllabus: Certificate
Class of 2012-13 Requirements
Begins September 1, 2012.
The Online Teaching Certificate Class is two semesters
long, and starts every Fall. Each
semester begins about a week into the teaching
semester and ends well before final exams.
Weekly blogging on assigned topics,
including viewing workshop videos and reading
online articles about online teaching as a
discipline -- posts should include reflections,
links, embedded elements.
Commenting on other participants' posts as part of the online teaching
community.
Consistent and reliable internet access.
About 4-6 hours per week.
An open mind and a sense of adventure.
Pre-Class Workshop: Begins August 19
Todd Conaway and Lisa M Lane will host a pre-class workshop in the POT Facebook Group for the two weeks prior the class starting.
Please join the Facebook group before class begins.
Fall Semester: Begins September
1
The first semester is an exploration of your
own pedagogy and web resources. Reflections
and responses to each week's assignments need
to be posted on your blog. Also, you should
respond to the posts of others each week.
Week begins Saturday, September 1
Week 1: Introduction and Start Blogging
Buy your textbook.
Create
your own blog (the Big Deal part):
all participants are encouraged to create their own space on the web by purchasing hosting and running your own installation of Wordpress
MiraCosta faculty only may create their own blog at MiraCosta's Wordpress installation (tutorials are here)
if you aren't sure you can do that, get an account at Wordpress.com
Add both the URL for the blog
and the feed to Pedagogy
First! so your blog appears
for the class. (If you already have
a blog, you can tag class-related posts "potcert" and
add the feed for that tag instead. Please see the tutorial on adding your blog for adding with a tag.)
Post: create your first blog post
at your blog. Introduce yourself, let us know where you're blogging from, and
discuss any aspects of the reading you find interesting. Tag your post "Week 1" and "potcert" (all posts must be tagged!).
Comment on the blogs of others.
Skill set:
creating your own blog
determining the URL of the blog
Week begins Sunday, September 9
RSS symbol
Week 2: Teaching and Learning Online
Read: Ko and Rossen, Chapter 1: Teaching Online: An Overview. Points: applying your in-class instructional strategies to online, teacher as facilitator and moderator, technology is second after teaching, reflecting on practice
Begin the tutorial Where
the Hell Do I Start?
Complete the first two sections (Beginner's Questionnaire and the Getting
Started Chart)
Post: Create your Week 2 post, with a reflection on the results
of your questionnaire and where you think you are in terms of getting
started. Tag your post "Week 2".
On your blog: Consider turning moderation off on your blog (or having people who post once not be moderated after that) to ease the flow of conversation.
Email: contact your mentor. See the mentor signup sheet to discover who your mentor is.
tagging a post
changing moderation settings
Note: we are not reading Chapter 2, though of course you may if you wish!
Week begins Sunday, September 16
Week 3: Pedagogy and Course Design I
Read: Ko and Rossen, Chapter 3: Course Design and Development, to p. 63 (to heading "Course Development"). Points: converting a course means adapting it to available technologies, syllabus and assignments as raw material, goals versus demonstrable objectives.
On your blog: learn how to make a live link by selecting the text and using the link symbol
Post about your pedagogical goals and objectives for a possible
or current class: share two or three objectives you have (such as getting
students to converse intelligently on the subject, helping them understand
the readings or a particular concept, or having them do web-based research),
and how what you learned in the tutorial might help
you achieve them. Try to include a link to a web page or resource in your post by highlighting some text and using the link symbol.
creating a live link
Week begins Sunday, September 23
Week 4: Pedagogy and Course Design II
ReadKo and Rossen, Chapter 3: Course Design and Development, pp. 63-end. Points: sequence of activities, presentation, discussion, groups and research, assessment.
Post your thoughts on planning one of your classes. What elements
of design from Chapter 3 will you be considering as you build a class? What ideas did you gain from viewing the tours?
Comment on the blogs of at least three other class participants.
commenting on a blog
Note: we are not reading Chapter 4
Week begins Sunday, September 30
Week 5: 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, sample syllabus.
Post: The reading includes a number of recommendations you might find questionable or interesting. Which would you be most and least likely to implement in your class? How does what you read contrast with the method presented in the workshop?
Post: Find a video on YouTube or another supported sharing site that
teaches something from your class or that teaches you something about
teaching online. Embed it in your post and comment on it, using a bit
of html in the post by selecting <> as you construct your post to add
the code.
trying html
embedding YouTube video
using an RSS reader
Week begins Sunday, October 14
Week 7: The Online Classroom
Read: Ko and Rossen, Chapter 6: Building an Online Classroom, to p. 159 (to heading "Group Activity Areas"). 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.
Post: This week we begin a two-week
community-style discussion on your blogs, built with comments.
Create a post that initiates a discussion
of anything we've explored so far, and
encourage interaction by commenting on at least six different blogs run by your colleagues, returning to their blog in a few days to continue to conversation (you can use your RSS Reader to subscribe to comments on blogs). You
may feel free to teach a concept from
your own discipline of you wish. We'll
continue this through next week, so
stop by every couple of days.
Pilar Hernández
Week begins Sunday, October 21
Week 8: Creating Community
Read: Ko and Rossen, Chapter 6:
Building an Online Classroom, p.
160-end. Points: set up communications, quizmakers and gradbeooks, student tracking, student lounge.
Choose one way of experiencing a synchronous session:
Join a Blackboard Collaborate session or
Play with Blackboard Collaborate (there's an installation inside Blackboard or a free trial at Collaborate) or another synchronous program (such as Vyew) or
view the recording of the Collaborate session, any recent
First Friday Elluminate sessions from the POT
recordings page or
set up a Google + hangout and host or attend a discussion with some of your colleagues from the class.
Post: continue our two-week discussion
by replying to others and encouraging
conversation through your blogs. This week is self-referencing -- we are posting and commenting about communication, community, and tools for conversation.
Bookmark
Terry Anderson and Jon Dron's Three Generations of Distance Education Pedagogy (2011) using Diigo, then make some highlights and sticky notes and save to the mccpot group. Take a look at the notes of others.
Try Second Life -- you could arrange to meet someone from the class or your mentor there to try it out.
Post about your experiences trying Second Life and/or using Diigo. How could either be used for education? What are the pitfalls?
social bookmarking
virtual world
Week begins Sunday, November 4
Google Sites
Week 10: Open Platforms for Teaching and Learning
Read: Ko and Rossen, Chapter 7: Student Activities in the Online Environment, p. 196-end. Points: reflective activities (blogging), discussion, case studies, peer review, guest speakers, cultural issues, using the whole web.
Create: your own mini-website at Google
Sites. Put basic course information
plus anything else you want on the
main page. See Pilar's
tutorial.
Post about
this week's topics. What might be the advantages
and disadvantages of using a class blog
or student blogs for your class? Could a Google Site or web page make a good welcome for students?
creating a Google Site
Week begins Sunday, November 11
Week 11: Class Resources and Intellectual Property
Read: Ko and Rossen, Chapter 8: Copyright, Intellectual Property, and Open Educational Resources, to p. 241 (to heading "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.
We are almost at the half-way point! If there are any posts you have not done and you are trying to earn a certificate, they must be completed before next week's mid-year assessment post.Contact your mentor if you need more time.
Read: Ko and Rossen, Chapter 8: Copyright, Intellectual Property, and Open Educational Resources, pp. 241-end. Points: Open Educational Resources (OER), Creative Commons, academic integrity and plagiarism.
Important! Create a
post containing a list of links to all your posts so far, labeled
by Week number. Make a brief statement about the quality of each
post and what it showed about your learning, keeping in mind the
results of the Self-Assessment Check (the results themselves don't
need to be public!).
Winter Break
Holiday Community: in Facebook POT Group Nov 25-Jan 25
Spring semester:
begins February 1
Week begins Friday, February 1
Week 13: Creating Class Elements Part 1: Images and screenshots
Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, to p. 252 (to heading "Finding Images"). Points: Text and web pages, images, screenshots.
Learn to take a quick screenshot (Mac has Grab available in the Utilities folder, Windows 7 has Menu/All Programs/Accessories/Snipping Tool).
Explore Flickr and
learn about this popular image hosting site.
Upload any photo or image into Flickr and annotate it.
Post: Use Mbedr to
embed your image with its annotations to embed your image in your
blog post. (If using Wordpress.com or Edublogs, it may not let you
embed this in your post, so just link to your annotated Flickr image.)
taking a screenshot
annotating an image
embedding an annotated image Lisa's Medieval Manor, Flickr
creating a slidecast
Week begins Sunday, February 10
David Geller, Eyejot founder
Week 14: Creating Class Elements Part 2: Audio and video
Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, pp. 252-269 (to heading "Screen-Capture/Screen-Casting Video Software"). Points: audio formats, podcasting, narrated slideshows, video.
Create - Take a PowerPoint you've used in class or make a new one, upload to Slideshare and add an audio file to make it into a Slidecast.
Post: Create a short video of your reflections with Eyejot and embed it as your blog post. You can also embed your audio file or Slidecast.
Week begins Sunday, February 17
Week 15: Creating Class Elements Part 3: Screencasting and multimedia
Read: Ko & Rossen, Chapter 9: Creating Courseware and Using Web 2.0 Tools, pp. 269-end. Points: Screencasting, student-generated content, polls and surveys, avatars, mindmapping, multimedia.
Take a look at Prezi,
a more visual presentation application.
Create: Map out a concept or unit from one of your classes using
a mind-mapping program like PersonalBrain, LucidChart or Mind42.
Create a short poll or survey using SurveyMonkey or Google Forms (part of Google Doc).
Post: Create a short screencast using a program like Screenr, Screen-o-Matic, or Jing taking us through your mind map, and embed it as your blog post.
creating a mind map
creating a survey
making a screencast Jim Sullivan
Week begins Sunday, February 24
c NY Times
Week 16: 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.
Post: create a short (5-10 item) FAQ for one of your courses as your blog post.
creating a FAQ
Week begins Sunday, March 3
Week 17: Classroom Management
Read: Ko & Rossen, Chapter 11: Classroom Managementand Facilitation, to p. 318 (to heading "Finding a Balance between Student-Centered and Instructor-Centered Activities"). Points: record keeping, always store files and content on your own machine, announcements, Twitter, protocol for questions, using groups to decrease workload, adjusting for class size.
Seven Things I'd Want to Know (Lisa blog post, January 2011)
Post: use any format for this week's comment on class facilitation (audio, video clip, quick slideshow) and embed it in your blog post. Feel free to use alternative methods from now on.
Week 18: The Course (or Learning) Management System
Read: Ko & Rossen, Chapter 11: Classroom Managementand Facilitation, pp.318-end and Chapter 12: Special Issues if you wish. Points: Student activities and participation, tips for synchronous and asynchronous discussions, team teaching / privacy, identity, noisy/quiet./disruptive student behaviors.
See Joyce Seitzinger's Moodle Tool Guide (2010), an example of an LMS critique based on pedagogical goals
Learn a bit about one CMS/LMS with which you are not familiar.
Post, in the format of your choice, about your views on using a CMS/LMS, or any CMS/LMS in particular.
Week begins Sunday, March 17
Week 19: Web-Enhanced, Hybrid and Open Classes
Read: Ko & Rossen, Chapter 13: Teaching Web Enhanced and Blended Classes, to p. 371 (to heading "Tips for Teaching Blended Courses). 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.
Post: in any format you wish, any subject related to this week's readings. Start considering ideas for your presentation (see Week 23), and help others with their ideas.
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" .
This week is dedicated to sharing a 5-10 minute presentation (or equivalent) showcasing your learning as part of the Certificate Program or from your activities here at Pedagogy First! All presentations should be viewed and commented on by everyone!
Week begins Sunday, April 21
Week 24: Summarize, assess and contribute
Review the POT Certificate Class
Rubric and create a
post containing a list of links to all your posts for the year, labeled
by Week number*. Make a brief statement about the quality of each
post and what it showed about your learning.
Summarize your thoughts about this program.
(Do the course evaluation.)
Create and post a short (Jing?) tour through one of your online courses, class websites, or instructional units, to be used as an example to other faculty.
* It is this post that is assessed for earning the certificate
Syllabus licensed Creative Commons Attribution/NonCommercial/ShareAlike Program for Online Teaching 2012
Winter Break 
