Teaching Online
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  I: Administrative Information   II: Course Details   III: Topical Outline(s)  Printable Version
Section I: Administrative Information
  Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Fall 2015
Prerequisites: N/A
Corequisites: N/A
Pre/Co/Equiv Notes: It is recommended students are familiar with adult learning principles or have adult teaching experience before taking this course

Program(s): Adult Education
Program Coordinator(s): Leslie Kenwell-Simpson
Course Leader or Contact: Multiple Course Leaders
Status: Approved (APPR)

Section I Notes: This course is a web-based course offered entirely online through Sheridan College. Students taking this course will need reliable access to the internet, and should have a basic level of comfort using computers as well as the self- discipline to study online. Students can expect to spend an additional three hours per week for online activities such as postings, discussions, and homework.

Section II: Course Details

Detailed Description
Students experience hands-on teaching in an online environment, and review the fundamental concepts for online instructional design. Emphasis in this course is placed on online andragogy; best practices in an online teaching environment; basic online instructional design; analyzing online teaching tools; planning, facilitating, creating and assessing collaborative and interactive e-learning experiences; and future trends in online learning. In this online course students engage in varied self-directed learning experiences including: posts; the opportunity to teach peers about an online teaching tool; the development of a personal teaching philosophy; development of an online lesson plan; the creation of formative and summative evaluations; the preparation of grading rubrics and criteria; and self-reflection.

Program Context

Adult Education Program Coordinator: Leslie Kenwell-Simpson
This is an optional course, created as an extension of learning beyond the Adult Education Certificate. Learners are provided the opportunity to apply online teaching principles in an online environment, It is recommended students have a background or are familiar with adult learning principles or have adult teaching experience before taking this course. This course is not part of any certificate and is considered to be a stand-alone course.

Course Critical Performance and Learning Outcomes


By the end of this course, students will have demonstrated the 
ability to facilitate online instruction through the application of 
adult learning principles and instructional design theory.


To achieve the critical performance, students will have demonstrated 
the ability to:

     1  Discuss adult learning theory, in relation to online 
        learning, to ensure best practices in an online teaching 
     2  Facilitate an asynchronous online discussion to create a  
        community of learners.
     3  Design a unit of online instruction using an instructional 
        design model.
     4  Generate a personal online teaching philosophy using a 
        teaching orientation inventory assessment tool.
     5  Select one or more tools/technologies to address an 
        instructional need within a learning unit.
     6  Facilitate a synchronous discussion using an online 
        collaboration platform at a basic level to engage 
     7  Evaluate performance as an online teacher using a 
        self-assessment rubric and reflective journaling.
     8  Discuss future trends in online teaching and learning to   
        identify opportunities to apply to a career or workplace.
     9  Behave ethically and professionally in all dealings with 
        classmates and instructor by exhibiting suitable netiquette.

Evaluation Plan
Students demonstrate their learning in the following ways:

Online Collaborative Learning (Posts & Responses - 8 x 5%)    40%
Assignments (3 x 5%, 2 x 15%)                                 45%
Reflective Journal                                             5%
Facilitate Asynchronous Discussion                            10%
                                                      TOTAL  100%

NOTE: All assignments and activities are expected to be 
completed by the due date. Additional details describing the 
evaluations and the due dates are provided within the online course.
Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:


Essential Employability Skills
Essential Employability Skills emphasized in the course:

  Communication   Critical Thinking & Problem Solving   Interpersonal
  Numeracy   Information Management   Personal

Notes: N/A

Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) : Office of the Registrar

Students may apply to receive credit by demonstrating achievement of the course learning outcomes through previous relevant work/life experience, service, self-study and training on the job. This course is eligible for challenge through the following method(s):

Challenge Exam Portfolio Interview Other Not Eligible for PLAR
    X X  

Notes:  Both an interview and a demonstration of online teaching skill is required for PLAR.

Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Effective term: Fall 2015
Professor: Multiple Professors
No text book required; all resources are contained within the online 

Applicable student group(s): Online Continuing Education Students
Course Details:
MODULE 1: Review Learning Theories, Philosophies, and Principles
[Weeks 1 - 2]
     - Learning Outcome Covered: 1
     - Topics:
          - Characteristics of Online Learners
          - Learning Styles of Adult Learners
          - Best Practices in Online Teaching

     - Discussion Question (Post and Responses): Personal Learning  
       Style (8%)
     - Journal Entry (ongoing submitted and evaluated at the end 
       of the course)

MODULE: Teaching in an Online Classroom [Week 3]
     - Learning Outcomes Covered: 4, 7, and 9
     - Topics:
          - Assess Readiness to Teach Online
          - Build an Online Community
          - Presence and Communication
          - Teaching Perspective and Philosophy

     - Assignment 1: Inventory Assessment Tool, Philosophy of 
       Teaching (5%)
     - Journal Entry (ongoing)

MODULE 3: Instructional Design [Weeks 4, 5, 6, 7]
     - Learning Outcomes Covered: 3, 5, and 6
     - Topics:
          - Instructional Design Overview
          - Instructional Design Models
          - Instructional Design Process
          - Technology Tools Selection
          - Technology Tools
          - Curriculum Design
          - Instructional Support 

     - Facilitate an Asynchronous Online Discussion: Exploring 
       Learning Theories and Theorists (10%)
     - Assignment 2: Plan a Unit of Online Instruction (10%)
            - Prepare Learning Outcomes
            - Select Online Technology 
            - Choose an Instructional Design Model 
     - Assignment 3: Develop an Online Unit of Instruction Share  
       Online Unit of Instruction (10%)
     - Moderate a Synchronous Chat on Unit of Instruction (10%)
     - Journal Entry (ongoing)

MODULE 4: Online Facilitation [Week 8, 9, 10, 11, 12]
     - Learning Outcomes Covered: 2, 6, and 9
     - Topics:
          - Online Facilitation Roles
          - Pragmatics and Principles of Online Facilitation
          - Synchronous and Asynchronous Communication
          - Assessment Choices to Evaluation
          - Formative and Summative Assessments
          - Rubrics Assessment and Criteria

     - Discussion Question (Post and Responses) #2: Giving & 
       Accepting Feedback (8%)
     - Discussion Question (Post and Responses) #3: Netiquette (8%)
     - Discussion Question (Post and Responses) #4: Online 
       Facilitation Principles and Roles (8%)
     - Assignment 4: Giving and Taking Feedback(5%)
     - Journal Entry (ongoing)

MODULE 5: Future Trends and Opportunities [Weeks 13 - 14]
     - Learning Outcomes Covered: 7 and 8
     - Topics:
          - Trends in Online Teaching / Training
          - Future Opportunities  

     - Discussion Question (Post and Responses) #5: Opportunities 
       for Career and/or Workplace (8%)
     - Assignment 5: Complete Self-Assessment Rubric to Evaluate 
       Performance as an Online Teacher (5%)
     - Reflective Journal Submission (Select 5 "Aha!" Moments) (5%)

Sheridan Policies

All Sheridan policies can be viewed on the Sheridan policy website.

Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.

Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.

Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.

Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.

Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)

Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.

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