ER&D’s Summer Schedule 2018-2019

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ZERD 011: Preparation for Online Teaching
Dates: 6/10 – 7/29/2018
Facilitator: Toshiba Adams
Format: Online

Prerequisite: COMPSW-197 Introduction to Blackboard

ZERD-011 is required for any faculty interested in teaching online classes.

This course is open for faculty needing Recertification credits or FQAS hours.This course will provide participants with an introduction to designing and delivering an online course. The course will provide a theoretical framework for course design and delivery; demonstrate the importance of engaging students’ interactive experience; emphasize the importance of building an online learning community; promote strategies for integrating educational technologies into online teaching; review best practices related to course design; and model approaches for incorporating a variety of online assessments. After completing this course, participants will be able to understand the pedagogical concepts, trends and mechanics of online course design and delivery; recognize the types of learning tools and resources available in an online environment; conduct a self and peer assessment of an online course design; and apply the principles learned in this course to begin designing or enhancing an online course. Blackboard will be utilized as the content management system. Online hours are incorporated for completion of assignments and the final project.

(2 crs/80 FQAS hrs)

ZERD 104: Institutional Data & Evaluation
Available on May 6, 2018
Facilitator: Meredith Reeves
Format: Online Workshop


WTCS has determined that ALL part-time and full-time faculty successfully complete an online workshop ZERD-104.  You will register for the workshop in INFOnline.

Institutional Data and Evaluation Workshop provides a unique opportunity designed to provide a captivating look into important MATC data as well as satisfy the requirements for the new Data and Evidence Analysis competency for the WTCS Instructor Credentialing.

Please complete this workshop no later than December 9, 2018.

ZERD 200: Online Teaching Methods
5/27- 6/17/2018
Facilitator: Stephanie McKinney
Format: Online

This course will explore teaching methods and best practices for online course delivery. Students will build on the theoretical framework from ZERD 011 and will continue to refine their online course.  Strategies to deal with challenging student situations in the online environment will be explored.

(1 cr/40 FQAS hrs)

ZERD 202: Teaching & Learning w/ Technology
5/27- 6/17/2018
Facilitator: Mernathan Sykes
Format: Online

This course will explore a variety of technology tools to enhance teaching and learning. This course explores the use of various academic technologies for the online, blended, hybrid and face-to-face learning environments. Technology tools for instruction will be applied to developing course curriculum.

(1 cr/40 FQAS hrs)

ZERD 203: Teaching Direct from High School
5/27- 6/17/2018
Facilitator: Kameal Love
Format: Online

This course will focus on new teaching methodologies to address the characteristics of the direct-from-high-school students, including generational differences in learning styles, socioeconomic and ethnic differences and the impacts of achievement gaps for the MATC student. Creating a culture of success, teachers will develop learning activities including the use of social media, varied technology, and improving the study skills for students.

(1 cr/40 FQAS hrs)

ZERD 204: Teaching Career Essentials
5/27- 6/17/2018
Facilitator: Lori Kornblum
Format: Online

This course teaches instructors how to integrate Career Essentials into their classrooms to prepare students for the workplace.  Instructors will develop authentic assessments to meet at least one Career Essential.

(1 cr/40 FQAS hrs)

ZERD 205: Engagement & Technology
5/27- 6/17/2018
Facilitator: Amarilis Martinez
Format: Online

This course is designed to help faculty learn and apply effective student engagement strategies.  In this course, faculty will learn about active learning, leading dynamic discussions, and be introduced to teaching techniques that use technology in the classroom, in an online course, and in a flipped classroom.  Instructors will revise their current curriculum to incorporate new engagements strategies.

(1 cr/40 FQAS hrs)

 For more information, please contact:

Dr. Meredith Reeves ER&D Curriculum Coordinator

Click here to access INFOnline

Click here to view the tutorial on how to register for a course in INFOnline.

Click here to view Summer Course Schedule in PDF format.

[WEBINAR] Creating a connection with students in online courses


Connecting with students in a fully online course

Innovations in Integrations Webinars

Connecting with students presents a unique challenge to fully online instructors. Join us for this next innovations in integrations webinar as Professor Rego shares best practices to overcome this obstacle by using the NBC Learn integration with Blackboard for a picture-perfect student engagement experience.

Wednesday, June 21, 2017, at 1:00 pm Central 
Presenter: Rodolfo Rego
Digital Instructor
Florida International University
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1111 19th Street NW, 9th Floor Washington, DC 20036
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5 Ways to Make Your Online Classrooms More Interactive

Faculty Focus | Higher Ed Teaching & Learning

By: Amy Peterson

The convenience and flexibility of the online learning environment allows learners to develop new skills and further their education, regardless of where they live. However, for all of its benefits, online learning can sometimes feel isolating for students and faculty. The question is: how do you build a sense of community in your online courses? One approach involves cultivating more interaction—between you and your students and among the students themselves. Here are five practical tips for increasing the human connection in your online classrooms.

1. Integrate real-time interaction

college student sitting outside with laptopWhen online courses are completely asynchronous, there is often limited interaction between you and your students and class members with each other. Consider, for example, that real-time conversations don’t occur during a video lecture, when you post announcements, or when students post on a discussion board. That lag in response time kills the momentum of a back-and-forth discussion and can sometimes lead to misunderstandings.

Integrating opportunities for real-time interaction into your online course can help change that and develop a sense of community in a course. Consider how impromptu conversations outside the traditional classroom forge relationships, clarify ideas, and spark new insights. You can facilitate these interactions by setting up opportunities for class members to meet online synchronously both formally and informally. Using web conferencing applications, you can create a variety of synchronous interaction opportunities, such as office hours, small group discussions, whole class discussions, and study groups.

2. Get creative with discussion boards

Discussion boards have long been the communication staple for online courses, but there are ways you can make this experience more interactive for much wider and deeper participation. In a traditional classroom, it’s common for only a small percentage of students to participate in discussion. In an online environment, you can structure your discussions so that everyone contributes, plus they’ll have more time to consider what they want to say before responding. Class size helps determine how you organize discussions. In a larger class of, say, 100 students, you can set up smaller discussion groups of 20 or so people so that students can get to know their fellow classmates. You can also create even smaller groups (5-7 people) for more intimate interaction, and rotate these groups to expand interactions. This approach also works with smaller class sizes.

One technique that fosters richer dialogue is creating discussion prompts that are open ended, such as requiring students to provide examples or asking them to interpret a concept from a variety of perspectives. You could also set up student-facilitated discussion opportunities where students craft the discussion prompt and guide the ensuing dialogue.

3. Maximize engagement with non-task interaction

Non-task interactions are those exchanges that are not part of the direct learning, but help create a supportive learning community. You can facilitate these types of interactions by leveraging the social networking capabilities that are available in many learning management systems, such as chat and web conferencing. Using the group functionality, students can create special interest groups or study groups. If your LMS doesn’t have the functionality to support a social network, you can still create one with a private Facebook page or one of the many group messaging apps available, such as Telegram and Slack.

information overload computer keyOf important note, academic social networks require planning and ongoing maintenance. The value of the social network needs to be explicit before it will become a common destination. Many schools begin by asking students to create bios and add profile pictures, but these activities alone will not encourage students to keep coming back to the network. Techniques for transforming the social network into a destination include frequently updating content (on a weekly or if possible daily basis) and incorporating contributions to the social network into classes (e.g. using the social network tools for group work; asking students to post their discussion contributions into their social network feed).

4. Use multiple communication tools

You’re not alone in wanting to increase and enhance student engagement and interaction. For example, schools can create a program-wide social network that allows students to continue their relationships with other students from course to course. Within this private social network, the administrators and support staff can use direct messages, announcements, and live events to enhance student engagement in the program.

This sort of institutional support is not necessary, however, for your class to be interactive. In addition to external social networking tools, such as Facebook, Telegram, Slack, and WhatsApp, students can meet each other in real time on Skype and Google Hangouts. Preprogrammed communication, such as introductory videos, content presentation, and email, are still important components of online learning, but student interaction can take the learning further, faster.

5. Have a plan around the tool

A tech tool is only as good as you the way you use it from a pedagogical perspective. When you move a face-to-face course online, or create an online course from scratch, consider how interaction will support the learning goals in your course. By enhancing the opportunities for interaction in your online classrooms, you can take an already powerful learning opportunity to the next level for all of your students.

Amy Peterson is senior vice president of course design, development and academic research at Pearson. She has more than 15 years of experience developing online and hybrid courses and learning experiences for dozens of universities and colleges.