1. Becoming an Online Teacher
Stacey DeLoose M.Ed, EdS – Center for Teaching and Learning
Scott Smith, MS, M.Ed, EdS – Center for Teaching and Learning
Shaun Thunell, D.C., M.Ed., R.T.(R) – Assistant Professor, Program Director
Stacey

2. Group Activity Get into groups of three
What are the top three most important skills, knowledge, or abilities that an online instructor must possess?
How are those different than face to face?
What additional skills, knowledge and abilities might an online instructor need (as compared to f2f)?

3. Today’s Objectives Discuss necessary skills when teaching online
Review a process used to teach faculty to become better online instructors
Identify online tools that can assist in online engagement, communication, and interaction
Describe one ‘thing’ that will aid you as you move forward with becoming an online teacher

4. NMU Online Teaching Fellows
Professional development initiative sponsored by the Office of Extended Learning and Community Engagement
Facilitated by the Center for Teaching and Learning
Stacey DeLoose
Tom Gillespie
Scott Smith
Matt Smock
Two part program – each 10 weeks
Stacey

5. Goal of program Develop faculty expertise in the Design Development
Delivery
Evaluation
of online courses in order to build and enhance online programs.
Stacey

6. Program 1 Quality Matters (APPQMR) Philosophy for Online Teaching
Creating a partial course outline, including:
All course level learning objectives
Identification of all content modules
Complete design for one content module
Build complete module
LMS Tools
Gradebook, tests, assignments, grading
Scott
Why do you teach online?  How do you teach online?  How do you measure your effectiveness?  What are your objectives as an online instructor?  How are you meeting student needs?
What are some specific strategies and techniques that you have used in the past and would continue using?  What new strategies do you need to employ (and possibly learn)?
Using the readings and posts from the High Quality Teaching discussion and discipline specific research please submit your philosophy.  Please make sure to include reference/citation to that literature from your content area.

7. Program 2
Design and develop a complete online course that meets Quality Matters standards.
Participate in a complete internal Quality Matters course review.
Provide peer feedback on teaching practices in an online course.
Present their online courses as examples to their academic departments.
Stacey
Alignment, QM, Measurable Objectives, Appropriate activities and assessments

8. Application process Apply Department Head recommendation
General Education, Online Program
Commit to and get approval for a single course
Stacey

9. Program 1 Face to Face Group (3) Liaisons Presenting/Sharing final
APPQMR
Course Design
Liaisons
As needed
3 mandatory/scheduled meetings
Presenting/Sharing final
QM Standards
Philosophy for Online Teaching
Scott

10. Program 1 Online Tools, Techniques and Strategies Discussion
Student engagement
Course management
Communication strategies
Evaluation
LMS Activities
Links, embed video, modify format
Assignments, forums, quizzes
Grading, feedback
Stacey

11. Program 2 Face to Face Group (3) Liaisons QM Review/Course Design
Advanced Tools
Presentations
Team Reviewed Course
Revision plan moving forward
Liaisons
As needed
3 mandatory/scheduled meetings
Scott

12. Program 2 Online Discipline specific research Review of ‘teaching’
Technology
Create video/introductory
Camtasia
Interactive exercise/advanced tool
Stacey
Conduct a "mini" literature review of research in online teaching within your discipline.  The amount of relevant publications available is likely to vary among disciplines.  You don't have to spend 20 hours on this, but look for real research.  No Wikipedia!   Review previously taught online course.

13. Advanced Tools VoiceThread StudyMate Lesson Hot Potatoes Raptivity
Stacey

14. Program 2 Peer Review Process Adaptation of formal QM review
Course Owner
Reviewer
Lead Reviewer
Peer Review Process
Adaptation of formal QM review
Peer Review Groups – Internal Review
Lead
Reviewer
Course Owner
Scott
Liaison as tie-breaker, answer questions, etc

15. Advocates
Expert in design, development, delivery and evaluation of online courses
Present to their department
Liaison is invited
Go-to person in the department
Using Best Practice
Have network of peers/other Fellows
Stacey

16. Success! Program 1 Program 2 Summer 2016 - 14 Fall 2016 - 16
Fall 2016/Winter 2017 – 9
Summer
Stacey

17. And now a word from our participants..
“The single most important thing was being "forced" to really think about what I want my students to learn, know, and do and to ensure that my deliverables are intent on doing that in a measurable way. This has not only impacted my on-line courses, but will impact my face-to- face courses. I walked away a stronger teacher all around.”
“I thought it was excellent! I learned so much, not only in terms of relevant information but also in terms of networking with colleagues from other departments.”
Stacey

18. “For me--a faculty member who has not yet taught online--this module gave me the confidence that I could really pull it off. I'm pretty comfortable with technology, but there are still a whole host of options/activities that can be selected and used in various ways.”
“Being an online "student" was valuable as well. This course provided me with the opportunity to consider the more subtle nuances of online learning from the student perspective.”
“I feel confident about online teaching both as an instructor and reviewer.”
Stacey

19. Considerations Time Stipends 10 weeks Development time
Timing of program – over breaks, semester starts/stops, finals, summer
Scott
Stipends
$1200 – Program 1
$1800 – Program 2

20. Considerations Communication Feedback – not ‘grades’ Announcements
Liaisons
Groups
Feedback – not ‘grades’
Used Met/Not Met – QM 85% rules
Grading – shared between facilitators
By section
By person
Stacey

21. Benefits for participants
Save Time – Save grief
Q&A forum
Layout – consistency
Saves time/
Use in face to face courses
New syllabus design
QM standards
Online and face to face
Department Template
Design template for LMS
Shaun

22. Groups (again)
Share with your group one ‘thing’ that you would like to learn more about, explore further with other online teachers (or colleagues) preparing to be online teachers, or plan to use in your online teaching.

23. Resources Quality Matters Moodle Tool Guide
Chickering’s Seven Principles for Good Practice
Penn State University Peer Review Guide for Online Teaching
Tobin, Mandernach, and Taylor's 2015 book, Evaluating Online Teaching: Implementing Best Practices

24. Questions?
Thank you
Stacey DeLoose
Scott Smith
Shaun Thunell