If you aren’t already considered an adult learner in your current academic life, you certainly qualify as one as a student in this course. Consider and write a bit about the needs, questions, and appr

Lessons 1 and 2 this week were chock full of information. Lest this fall in the “information overload” category, I thought I’d provide an example of an online course syllabus that incorporates all of what you learned, showing you how it all comes together in the end. What better example to use than the one for this course! Although this syllabus is provided elsewhere in this classroom, I’ll include it here as an editable Word document so you might use it as a template for any online course you may find yourself teaching in the future.

Fundamentals of Online Teaching – OT 101

May 7, 2018 – June 3, 2018

Welcome to OT 101 – Fundamentals of Online Teaching! The purpose of this professional development course is to familiarize aspiring, new, and seasoned online instructors with some of the best practices in online teaching. The aim is to help you bring your course to life for your online learners in a creative, engaging, informed, and empathetic way. Further, when we approach our job with a sense of mastery and purpose it shows, and this confidence contributes to a successful online adjunct teaching career.

OT 101 is a 4-week, instructor-lead, asynchronous online course hosted on the Moodle Learning Management System (LMS). Thus, in addition to acquiring knowledge, by taking this course you will be gaining experience as an online learner and getting some exposure to a popular LMS. Each week will include three “lessons” (or readings), a related video(s), a discussion board assignment (including participation requirements), a quiz, and an assignment to be turned in. In this way, the course mimics a course you might teach, helping you gain perspective on what it is like to be on the “other side” of the screen.

Upon completing this course successfully, you will receive a certificate that you can highlight on your CV/resume and cover letter. If you would like to use this class as continuing education credit at your workplace, I’d be happy to provide the syllabus to your employer and answer any of their questions.

Upon completion of this course, you will be able to:

1. Describe the history and current context of distance education.

2. Discuss and weigh the evidence of the effectiveness of online learning.

3. Define adult learning theory (andragogy) and compare/contrast it with pedagogy as a means of understanding the needs of the adult learner.

4. Evaluate adult learning theories and the implications of them for the online environment.

5. Summarize the research on learning styles and evaluate their place in the adult learning environment.

6. Identify and practice the characteristics, interpersonal skills, and knowledge of an effective online instructor.

7. Create a comprehensive, effective online course syllabus.

8. Develop a learning objective-based online course.

9. Craft learning objective-based assignments for the online classroom.

10. Understand the role of the discussion board in the virtual learning environment and how to engage students in a productive, dynamic discussion.

This is an online class. As such, you are asked to have or have reliable access to an internet-connected computer. A tablet with a keyboard and a word processing application is also suitable, if this is what you are more comfortable with. We will be using MSWord although if you use another word processing software, saving as an .rtf will likely work. It is also asked that you have reliable internet access. I always tell my undergraduate students that computer problems or malfunctioning internet connection is not considered an acceptable excuse for late or missing work - they are asked to have a back up plan for these types of emergencies. As instructors, we have to have backups as well. Because one cannot always anticipate technological issues, it is strongly recommended that you get an early start each week so that you can complete, post, or submit assignments before the deadline.

There is no textbook required for this course. Content is delivered via .pdf lessons available in the online classroom each week as well as video links.

Although no text is required, I would recommend the following for your library:

Boettcher, J. & Conrad, R. (2016). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, 2nd edition. San Francisco, CA: Jossey-Bass.

Conrad, R. & Donaldson, J. (2011). Engaging the Online Learner: Activities and Resources for Creative Instruction. San Francisco, CA: Jossey-Bass.

Lehman, R. & Conceição, R. (2010). Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners. San Francisco, CA: Jossey-Bass.

Macek, J. (2013). Secrets to Successful College Teaching: How to Earn a Great Living and Be a Great College Teacher! Casa Grande, AZ: Forever Publishing.

Tasey, L. (2016). The Adjunct’s Survival Guide. St. Petersburg, FL: Booklocker.com.

Vai, M. & Sosulsky, K. (2015). Essentials of Online Course Design: A Standards-Based Guide (Essentials of Online Learning, 2nd Edition. New York, NY: Routledge.

This online class is completely asynchronous. This means that while there are specific due dates each week, you are not required to be online at any specific time during this class. I would make note of the assignments that are due each week and the time/day they are due so that you can structure and calendar yourself accordingly.

When you see a due date, the work is due by 11:55 pm EST that night. So, for instance, if something is due by Sunday, it must be submitted/posted by 11:55 pm EST Sunday night.

Class Map. You will learn more about how our online class is organized by logging into the Moodle classroom and clicking around in the navigation. You can ask me any questions, any time about where to go to find what, etc. Here is a brief overview to orient you.

General Information. Here you will find my contact information, an Announcements forum where I’ll post any important information for the week, and, of course, the class syllabus.

Week by Week Modules. As this course is just launching, I’m going to experiment and open up each week one week at a time, likely opening up the next week on the Saturday before that week starts (this giving some folks a good jump on the upcoming week when they have time on the weekend). The rationale behind opening up the class a week at a time is in some ways pedagogical and some ways practical. Pedagogical because to get the most out of our discussions and to maintain that community feel that is important to the success of an online classroom we want to try to stay together “in the week” so to speak. Practical because I like to return feedback to students very soon after they turn things in. If someone is working ahead, I may not get to review their work until I “get to” that week (because the instructor should aim to stay “in the week” as well). So early birds might be hanging without acknowledgement of their work for a while. Also, if you work ahead, you may not have the benefit of feedback as you head into the next assignments. All that said, if I get enough feedback from OT 101 students that they would prefer to have all weeks open in advance, I’ll listen to it.

Each week contains the following:

Learning Resources: The three .pdf lessons and the videos I’ve assigned for each week.

Assignments: The “deliverables” that students are to work on each week. Every week is structured the same – A discussion board + participation, an assignment, and a quiz. The only exception is Week 1, where we also have an ungraded icebreaker assignment where we get to know each other a bit. Due dates each week are consistent over the week.

When you look at the point breakdown below, you will notice that this class is weighted heavily toward your presence in the discussion forum (40% of your final grade). This is by design. We know from distance education research that engagement in the online classroom is the best predictor of a student’s success in that class, and the best venue for engagement is the dynamic, asynchronous discussion board. Thus, I’ve designed this course so that one cannot pass if one does not actively participate in the weekly discussion forums. I would recommend you consider doing the same in your classrooms – that is depending on the class you teach (I recognize that some subjects don’t lend themselves to as much discussion as others). Since there is a lot of emphasis on the discussion board and community and instructor participation in the class, I want to have a chance to model how all of that works.

That, and in this course there are no formal lectures to listen to. Content in this class is delivered via the .pdf lessons, our exchanges in the discussion forum, videos and 1:1 via email as needed/requested. OT-101 is chock full of information and I want to provide a venue for you to share your questions, experiences, and observations. The discussion board is where this happens.

If you have not logged in by the middle of the first week, I will contact you via email to invite you into class. I’d hope for you to join us soon after because the more discussion you miss, the harder it will be to do well throughout the remainder of the course.

I encourage students to turn work in on time, especially for accelerated classes (like this 4 week one) where there is a lot to do in every week. If one falls behind, it is much harder to keep up. I do deduct points for lateness, depending on the assignment and at my discretion, but I’d always rather students turn something in than not. In our class, I think it is important to keep pace so we see what it feels like to be an online student.

Initial Discussion Responses (4 @ 5 points each). Every week (see schedule below), I will post a discussion prompt/question in the classroom. The question posed will be based on your reading and viewing that week. You are required to substantively respond to this prompt in 200-300 words. Sources aren’t required, although if you use one please cite it and format it using the writing style your discipline uses (APA, MLA, etc.) I will remind you of these specifics (due date, word count, etc.) in the prompt each week.

To encourage participation in the forums throughout the week, rather than have everyone post on the last day of the week, I have set the due date for the initial discussion responses for every Wednesday. So, you will have an assignment due every Wednesday of this course. This gives you something to respond to for your participation posts, which are due the following Sunday.

Participation (2 Classmate Responses) (4 @ 5 points each). In addition to your initial response to the prompt I pose at the beginning of the week, you are required to post two (2) responses to your classmates in the forum each week. Ideally, you do this throughout the week so that the discussion can unfold at a good pace, but technically both posts are due by Sunday night.

There is no length requirement for your 2 classmate response/participation posts. The requirement is that you be substantive. That is, your contribution moves the discussion forward in some way. You might contribute an example, a thought you had in response to your classmate’s post, or ask a thoughtful question. You might also supply us with a relevant article or link you found in response to something a classmate said. Help each other engage with the material on a meaningful level. A simple “I agree” or “Nice post” will not suffice.

These posts (as well as your initial responses to the prompt) must be in your original writing. I tell online students that in the virtual environment, the only way the instructor can tell that students “get it” is to see them write about it in their own words, supported by research where appropriate or required. Sources are not required for participation/classmate response posts, but if you do use one to help you write your answer, you must properly cite and reference it in the format your discipline uses (APA, MLA, etc.).

Replies to posts made by the instructor will count toward participation. In other words, you can talk to me too 

Quizzes (4 @ 5 points each). There will be a 10 question multiple choice quiz every week. The questions are largely taken from the week’s lessons (.pdfs). They open on the first day of the week and close on the last day of the week. You may use any resource to answer the questions. Quizzes are not considered a strong reflection of student learning, but they do promote a thoughtful review of the material and offer immediate feedback, which is helpful in the remote environment.

Weekly Assignments (4 @ 10 points each). There will be a weekly written assignment every week, the instructions to which can be found in the online classroom. The weekly assignments are to be uploaded to the Moodle classroom by 11:55 pm EST of the day listed in the course calendar.

98 - 100 A+ 87 – 89 B+ 77 - 79 C+ 67 – 69 D+

94 – 97 A 84 – 86 B 74 - 76 C 64 – 66 D

90 – 93 A- 80 – 83 B- 70 – 73 C- 60 – 63 D-

< 59 F

To earn your certificate at the end of this course, you must earn at least 80 points (80%), meaning you pass in the B range. Since this class is a beta testing class, I am looking forward to seeing how students do, how participation goes, how difficult the assignments/quizzes are etc. I’m setting the bar at 80% now, but will be open to feedback on this from you all.

The course will require you to spend time reading, watching videos, critically evaluating what you have learned, and sharing you thoughts with your fellow classmates and I. To successfully do this, you are expected to:

1. Log on to the course regularly, read the assigned reading and review any other materials listed for each week.

2. Complete all course work on time. Log on to the course at least 3 times each week. The purpose is to get read any announcements complete assignments and exams, and participate in the required discussion.

3. Participate as much as possible in class discussion and follow netiquette rules described below.

4. Each Week of the course begins on Monday. You should begin your weekly work on Monday. You will be able to get a peek at the upcoming week the weekend before, so you can get a little headstart if weekends are when you have the most time to devote to this class.

5. Please ask for help when you have difficulty. I want to help you from falling behind.

6. Submit all work prior to or by the deadlines given in the course calendar.

7. Keep up to date on reading and viewing assignments.

8. Let me know as soon as you have a problem or when you anticipate a problem. I am better able to help you when I have advanced notice.

It is your responsibility to engage in this course in the ways described above. It is my responsibility to facilitate our discussions, teach you the best practices in online learning, and be responsive to your questions and concerns.

1. I have the online equivalent of an open door policy. I value communication with students, especially online students. We can communicate via email ([email protected]). If you want to speak on the phone, you can email me to set up a time for me to call you. I aim to respond to all communications with 24-48 hours, typically the same day.

2. I actively participate in the forum discussions each week as well. This is how I engage you with the material and offer additional information in lieu of a traditional lecture.

3. If at any time you are dissatisfied, confused, or unclear about anything class-related (discussions, assignments, readings, etc.) please contact me via email. I will respond to your inquiry within 24-48 hours, and we will work together to resolve the identified issue.

4. I am online and near my computer or smart phone a lot. But, I do respect my family time. I am often not online after 6 pm during the week and only some on the weekends. I still aim to be responsive, but you may not get an immediate response if you contact me during those “away” times.

5. I will share my travel schedule with you all and will make you aware of any times I may be away from my computer for an extended period of time. I always travel with a laptop, so there are only rare instances that I might not have internet access – usually only when I’m on a plane or in a car. If this happens to occur, I will post a message letting you know.

6. My goal is to always post weekly assignment grades within 6 days after the date the assignment is due. Usually its sooner, but that’s the latest. If there are any changes to this schedule or if I’ve fallen behind in my pace, I will let you know.

7. I will treat you with professional and collegial respect. I believe that you have as much to contribute to this learning process as I do and look forward to our exchange as colleagues.

8. I will try to provide a warm, fun course environment where we can have fun and learn together!

Please heed these netiquette guidelines proposed by Reuters Center for Online and Hybrid Learning and Instructional Technologies (2015):

1. Make the Connection. Electronic communication (email, discussion forums, etc.) is how you share ideas with other participants in this course. Online environments can separate the person from the ideas received in this course. Remember, like you, someone is on the other side of an email or discussion posting. Communicate with fellow participants as you would in a face-to-face course.

2. Be Professional. Your coursework is more than learning facts; you are preparing for a career. You are learning to interact with your fellow course participants as you would in your future professional life. Your conduct in this course should reflect this. Your communication should follow standard rules for grammar and spelling (unless in an online chat) and be clear, concise and intelligent.

3. Have Opinions. Everyone is entitled to have an opinion. In discussion forums, everyone is encouraged to share them.

4. Respect Disagreement. People have the right to disagree with you. However, disagreement should never be personal. Online discussions are a means to share ideas and practice the skill of persuasion. Persuasive speech cannot be achieved with hurtful, hateful or inappropriate language. Review your posts before you publish and reread them for unintended meanings.

5. Ask Questions. Cultural influences can influence communication in terms of phrasing and word choice. The lack of visual and auditory clues may affect meaning, as well. Before jumping to conclusions, ask for clarification.

6. Be Forgiving. For the majority of participants, online communication is straightforward. Sometimes unintended meanings are conveyed.

Academic dishonesty is prohibited in our course. It diminishes the quality of scholarship, makes accurate evaluation of student progress impossible, and defrauds those in society who must ultimately depend upon the knowledge and integrity of course graduates

If you require any accommodations, please write to me before class begins and I will do my best to make sure everything is accessible to you and so that we can find ways to facilitate your success.

AdjunctWorld and your OT 101 instructor aim to foster and sustain an environment of inclusiveness that empowers us all to achieve our highest potential without fear of prejudice or bias. The expectation is that those enrolled in OT-101 aim to do the same.

Please take note of due dates and calendar/organize yourself accordingly. It might be a good idea to also print this syllabus/schedule out. That way you can check off each bullet point as you have completed the assignment so you know you are on track.