The 11 blended and online teaching modules are all available below. We recommend that these modules be completed sequentially in the order below, however they can also be viewed as stand-alone resources.
If you would like to see the modules, including the SCORM packages, in the context of a learning management system, visit www.ecarleton.ca and follow the steps to sign up for a free account. Please note: You will not earn a certificate for completing the course on the eCarleton website.
- Benefits and Challenges of Online Education
- Online Teaching Skills
- Instructional Design Models and Theories of Learning
- Online Course Development
- Learning Outcomes as Blueprints for Design
- Assessment in Online Environments
- Communication Strategies in Online Environments
- Synchronous and Asynchronous Tools
- Online Learning Communities
- Interaction, Engagement and Motivation
- Gamification in Education
1. Benefits and Challenges of Online Education
This module addresses the benefits and challenges of online teaching and learning for both instructors and students. You will review the skills required for successful teaching and learning in online environments, as well as discover strategies to overcome challenges and techniques to assist students. This module is designed to help instructors feel prepared to teach online.
Learning Outcomes
By the end of this module, participants should be able to:
- Describe the potential benefits and challenges of online teaching and learning;
- Outline strategies to address challenges related to online teaching and learning;
- Develop strategies to assist students in online environments;
- Self-evaluate readiness for teaching online.
Topics
- Benefits & Challenges of Online Teaching and Learning
- Student Benefits and Challenges
- Instructor Benefits and Challenges
- Skills for Successful Online Learning
- Online Learning Quiz for Students
- Instructor Assistance with Skills
- Online Teaching Skills
2. Online Teaching Skills
This module enables instructors to determine their readiness to teach online. Through self-evaluation and reflection, you can develop an action plan to improve your practice and become an effective online teacher. You will also discover the pedagogical, technical and administrative skills required for successful online teaching.
Learning Outcomes
By the end of this module, participants should be able to:
- Compare skills required for online versus face-to-face teaching success;
- Identify the necessary skills for successful online teaching;
- Assess personal readiness to teach online.
Topics
- Teaching Online vs. Teaching Face-to-Face
- Similarities and Differences
- Online Teaching Skills
- Pedagogical Technical
- Administrative
- Self-Assessment Activity
3. Instructional Design Models and Theories of Learning
This module introduces the benefits of instructional design methodology used during course development. Learning theories from behaviourism, cognitivism, constructivism and connectivism will be identified in relation to common instructional design models such as ADDIE, Gagne’s Nine Events of Instruction, ARCS and Backward Design. Key characteristics of these learning theories, models and processes for course design will be presented, to ensure that you apply an appropriate framework to your teaching approach.
Learning Outcomes
By the end of this module, participants should be able to:
- Identify key characteristics of selected, commonly used instructional design models;
- Identify three main learning theories (behaviorism, cognitivism, constructivism), and their relationships to instructional design models;
- Recommend key steps for module/course design using instructional design and learning theory.
Topics
- What is Instructional Design?
- Impact of Instructional Design Methodologies on Course Design
- Benefits of Instructional Design
- Commonly Used Instructional Design Models
- Gagne’s Nine Events of Instruction
- ADDIE
- ARCS
- Backward Design
- A Brief Overview of Learning Theories
- Behaviorism
- Cognitivism
- Constructivism
- Connectivism (brief introduction)
4. Online Course Development
This module emphasizes the importance of planning stages in the development of online courses when using a project and team-based approach. In this module you will discover the roles and responsibilities of team members and potential institutional resources in the online course development process, as these differ from face-to-face, individual teaching approaches. In this section, you will develop the main elements of a lesson plan for one module of a future online course.
Learning Outcomes
By the end of this module, participants should be able to:
- Explain the importance of the course planning process;
- Explain the stages in online course development;
- Identify roles and responsibilities of different team members in online course development;
- Develop a lesson plan (storyboard) for one module (week, unit) of their future online course.
Topics
- Planning to Teach Online
- The Importance of Planning
- How and Where to Start?
- Process of Online Course Development
- Institutional Procedures and Resources
- Instructional Design Team Members’ Roles
- Lesson Plan (storyboard)
- Purpose
- Main Elements
5. Learning Outcomes as Blueprints for Design
This module introduces the role of learning outcomes in online, face-to-face and blended course design. During this module you will use Bloom’s Taxonomy of Educational Objectives to develop clear learning outcomes for an online or blended course or module. You will also evaluate your learning outcomes to make sure they are specific, measurable, attainable, relevant and timed appropriately for the length of your course or module.
Learning Outcomes
By the end of this module, participants should be able to:
- Explain the role of learning outcomes in (online, face-to-face, and blended) course design;
- Apply Bloom’s Taxonomy of Educational Objectives to write clear, succinct learning outcomes;
- Evaluate learning outcomes for clarity, demonstrability, and appropriateness for a course;
- Identify appropriate methods for evaluating student achievement of learning outcomes.
Topics
- Why Learning Outcomes?
- What are Learning Outcomes?
- What is the Purpose of Learning Outcomes?
- Introduction to Course Design Cycle
- Constructive Alignment
- Ministry of Ontario Recommendations for Outcomes Based Education
- Writing Learning Outcomes
- The Stem + Action Word + Learning Statement Framework
- Bloom’s Taxonomy of Educational Objectives (guide to choosing action words)
- Affective, Cognitive, and Psychomotor domains
- Action Words for Learning Domains
- Evaluating Learning Outcomes
- SMART
- Evaluating Achievement of Learning Outcomes o Assessment Strategies
6. Assessment in Online Environments
This module introduces strategies for planning assessments, grading student work and providing effective feedback in online learning environments. You will discover how to select formative and summative assessment tools and activities, as well as how to develop grading rubrics and generate effective feedback in relation to student learning outcomes. Appropriate use of self and peer assessments will also be covered.
Learning Outcomes
By the end of this module, participants should be able to:
- Explain the purpose of assessment from the perspective of constructive alignment;
- Distinguish between formative and summative assessment;
- Identify characteristics of effective feedback;
- Select a grading rubric for an online assessment;
- Determine when self and peer assessments might be effective and viable options.
Topics
- Place and Purpose of Assessment
- Assessment in Constructive Alignment
- Types of Assessment
- Formative Assessment
- Summative Assessment
- Assessment Tools and Activities
- Effective Feedback through Grading Rubrics
- Characteristics of Effective Feedback
- Grading Rubrics
- Self and Peer Assessment
7. Communication Strategies in Online Environments
This module introduces you to tools and strategies that can help you communicate effectively with students in the online environment. You will review how you can apply the Community of Inquiry model to increase cognitive, social and teaching presence, as well as tips and techniques for planning and moderating effective online discussions. In this module you will design a communicative learning activity to increase interactivity in the online environment.
Learning Outcomes
By the end of this module, participants should be able to:
- Distinguish between the various types of communication available in online contexts;
- Outline the importance of clarity in written expression;
- Design a communicative learning activity that will increase the level of interactivity in the online environment.
Topics
- Online Courses as “Communities of Inquiry”
- What is Community of Inquiry?
- Cognitive, Social & Teaching Presence
- Types of Asynchronous Communication
- Meaningful Online Discussion
- Discussion Board Facilitation
- Types of Synchronous Communication
- When to Use Synchronous Communication
- Preparing for a Synchronous Session
8. Synchronous and Asynchronous Tools
This module introduces appropriate synchronous and asynchronous technological tools for online learning activities and communication. In this module, you will be expected to apply one synchronous and one asynchronous tool in the design of an online or blended course or module. Educational technologies such as discussion boards, web-conferencing, blogs, wikis and social media will also be evaluated.
Learning Outcomes
By the end of this module, participants should be able to:
- Evaluate a variety of educational technologies on the basis of hands-on experience, including experience with LMS, email, discussion boards, blogs, ePortfolio, wikis, social media, text chat, and web-conferencing;
- Apply one synchronous and one asynchronous tool in the design of a course or module;
- Explain choice of educational technology based on considerations of purpose of activity, learning outcomes, and learner characteristics in selection process.
Topics
- Defining Educational Technology Tools
- What is Educational Technology?
- Synchronous vs. Asynchronous Technologies
- Purpose of each type and when to use
- Selecting Educational Technologies
- SECTIONS Model for Selecting Technology
- Learning Outcomes and Technology
9. Online Learning Communities
This module introduces strategies for building a sense of community among online learners and activities based in social learning theory to ensure successful educational experiences. In this module, you will compare methods for developing online social presence and identify strategies and activities for developing and maintaining supportive online communities.
Learning Outcomes
By the end of this module, participants should be able to:
- Develop strategies for building social presence in online courses;
- Compare different methods of creating community online;
- Identify how to use educational technology and design learning activities that help to develop online learning communities.
Topics
- Defining Online Learning Communities
- Function
- Identity
- Participation
- Interaction
- Online Learning Communities and Online Classes/Collaboration
- Using Ice-breakers/Intros in Online Spaces
- Learner/Peer Feedback
- Group Assignments
- Strategies to Develop Successful Online Learning Communities
- Modelling
- Articulation
- Coaching
- Exploration
- Reflection
- Scaffolding
10. Interaction, Engagement and Motivation
This module introduces strategies for improving student interaction, engagement and motivation in online and blended learning environments. According to Keller’s ARCS Model, there are four major conditions for motivation: Attention, Relevance, Confidence and Satisfaction. In this module, you will analyze the conditions for learner motivation, and develop strategies for improving student interaction, engagement and motivation in a course or module that you would like to design or redesign for online or blended delivery.
Learning Outcomes
By the end of this module, participants should be able to:
- Describe several strategies for improving interaction and engagement in a course;
- Analyze the four major conditions for motivation according to Keller’s ARCS Model;
- Develop strategies for improving motivation for learning.
Topics
- Interaction and Engagement
- Equivalency Theorem
- Modes of Interaction
- Student-student interaction (live)
- Student-student interaction (online)
- Student-content interaction
- Student-teacher interaction
- Motivation for Learning
- Why Should We Motivate?
- Primary Motivational States
- Keller’s ARCS Model for Influencing Learners’ Motivation
- Attention
- Relevance
- Confidence
- Satisfaction
11. Gamification in Education
This module introduces the concept of gamification, which involves using the same kinds of thinking and processes that drive games, but in a non-gaming context. Motivation in gaming is intrinsic and comes from the joy and sense of accomplishing something that requires skills, effort, and correct decisions. In this module, you will learn how gaming principles can be applied to online and blended courses to keep students engaged and appropriately challenged.
Learning Outcomes
By the end of this module, participants should be able to:
- Explain what “gamification” means
- Describe several gaming principles used in education
Topics
- What is Gamification?
- Game Time!
- What Happens When We Play a Game
- Dopamine and Dopamine Boosters
- Making Predictions
- Gaming Principles in Learning