Tuesday, February 21, 2017

Our Instructors’ Favorite Time-saving Tech Tools

Spring Online Courses with Openings
Our Instructors’ Favorite Time-saving Tech Tools
Tech Tip: Finding the Right Tech Tools
Featured Resource:
       Time Management Best Practices for Teaching Online
Spring Courses with a Few Openings

Editor: Shannnon Mersand
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Web Version of this Newsletter:


Top Tech Tools

This newsletter features the favorite productivity Tech Tools our team of online instructors uses and recommends.

“I use Beyond Compare to compare files/folders on my two computers and sync them for backing up internally.  Then when I get a new computer, I can easily transfer my data from the old to the new as well.”
~ Jane MacKenzie
Beyond Compare is a fee-based utility that allows you to compare files and folders to help identify and fix differences in documents, images and folders, even when they are in ZIP archives or on FTP sites. This product is available for Windows and Linux.

“I use Carbonite for backing up to the cloud. It provides automatic and continuous backup of all my files.”
~ Jane MacKenzie
Carbonite is a fee-based Cloud backup service that automatically backs up all of your data, and allows you access to it from anywhere, at any time. The basic plan is available for Windows and Mac, the Plus and Prime plans are available only for Windows 7 and above.

“I use Google Keep to help track my long To-do lists. I’m able to check off things I have accomplished, share my lists with others, and set reminders for very important tasks. The best part is that it travels with you, from computer to phone to tablet. The same lists in all places!”
~ Shannon Mersand
Google Keep is a free web based note-taking service that allows you to take notes, set reminders, make to-do lists and share notes with others. It is available as a web-based app, and also on tablets and smartphones for seamless task mongering. Google Keep works on all platforms.

“I use G Suite to collaborate with colleagues and students from around the world. There is nothing easier than sharing and editing documents that update in rea- time to ensure that everyone has the latest files for a project.”
~ Shannon Mersand
G Suite (known as Google Drive for personal use) is a free collection of tools from Google, including Docs, Sheets, Slides, Drive, Drawings, Forms and many other tools that allow for real-time collaboration online. Changes appear instantly in the documents, and save automatically. G Suite works on all platforms.

“Freemind is a must for mind mapping, brainstorming, and job task analyses. I encourage my students to use it for their Work Breakdown Structure and for their Job Task Analysis.”
~ Jane MacKenzie
Freemind is a free downloadable Java program that allows you to create mind maps, outlines and other organizational documents on your computer. Freemind works on all platforms.

“I use Quicken for tracking home finances and QuickBooks Pro for my business.”
~ Jane MacKenzie
Quicken/Quickbooks Pro are fee-based programs that allow users to track personal and business finances. Both offer the ability to track income and spending, as well as create budgets and track where your money is going. Quicken products work on Windows and Mac OS.

“I use Roboform as my password manager.  With hundreds of password-protected accounts to navigate, Roboform saves me time and frustration.  Includes lots of features. Complex to use but it more than returns the time you spend learning the system.”
~ Dennis T. O’Connor
Roboform is a free or fee-based password management system that allows users to safely and securely store and manage passwords to all of their online accounts. It also helps users create unique strong passwords. Available for Windows, Mac, Linux, iOS and Android.

“Pocket is aptly named. The browser-based Pocket icon makes it easy to click on 'stuff' in websites I want to revisit. It's quicker than making a bookmark. You can tag pages for later organization. Pocket is a social platform that sends you a daily update on pages you 'might' like based on your choices.”
~ Dennis T. O’Connor
Pocket is a free app that allows the user to quickly and easily save videos, images and text they wish to visit later. It allows for tagging of content and offers suggestions of other sources users may be interested in. Available for all platforms.

Saturday, February 4, 2017

Pioneer Tales - How I got started as an online teacher

There is an old joke

Do you know how you can tell the pioneers?
... They are the ones with arrows in their backs!

I've survived the "slings and arrows of outrageous fortune".  I still love this journey.

The following audio explains how I got started teaching online with Connected University. 

I recorded this story for students in EDUC 764 The E-Learning Practicum. These folks are busy interning as online teaching and working on new careers. The mentored online teaching experience is the last step in earning our Graduate Certificate in E-Learning and Online Teaching.

Sometimes a little history helps! 




My first paid job online was as a Guide for Connected University. This image is a snap shot of my responses to the Icebreaker prompt in my first 'audition training' for Connected U.

The campfire is an evocative image.  I was inspired by David Thornburg's seminal work: Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century.

~ Dennis O'Connor

Saturday, January 21, 2017

EDUC 655 Strategies for Dealing with Disruptive Behavior

Dealing with Disruptive Behaviors
Online Course 3 semester hours graduate credit
Instructor: Faith Huitt
Spring: EDUC 655 930 January 30 - March 24, 2017
Not offered Summer 2017
Fall: October 2 - November 28, 2017
Tuition, Due Dates and Registration



Description

Evidence-based preventive strategies, positive behavioral supports, effective interventions, and classroom management strategies for addressing problem behaviors, chronic noncompliance, ADHD-related issues, and disruptive conduct.

This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.


Who Should Enroll

  • PK-12 teachers
  • Special education teachers
  • Guidance counselors
  • Speech language pathologists
  • School psychologists
  • Principals
  • Leadership teams

Textbook

An e-textbook in in included with the tuition and provided provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Colvin, Geoffrey T. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Corwin Press. ISBN: 9781412960892
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com as a new or used paperback.


Learning Outcomes

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

  1. Apply key concepts and research regarding the characteristics of noncompliant behavior when planning classroom instruction.
  2.    
  3. Summarize the historical context of discipline and classroom management and interpret major theories of human behavior as applied to classroom management.
  4.    
  5. Research and analyze the pros and cons of school-wide discipline surveys and screeners when assessing safe school environments to identify the existence of chronic noncompliance, intermittent misconduct, or the potential social-emotional needs of students.
  6.    
  7. Self-assess the organization of space, materials, equipment, procedures, and routines for early prevention of possible disruptions.
  8.    
  9. Analyze research-based instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the non-compliant student.
  10.    
  11. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
  12.    
  13. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
  14.    
  15. Analyze internal and external factors that affect student safety in a school or district.
  16.    
  17. Match specific behaviors with proven interventions and design individual intervention plans to encourage positive social interaction, active engagement, and self-regulation for the non-compliant student.
  18.    
  19. Apply single case design strategies that target and assess the impact of specific interventions on behaviors, including off-task behavior, rule violations, disrespect, agitation, noncompliance, and threats and intimidation.
  20.    
  21. Demonstrate strategies for collaborating with special education staff to assist the disruptive students.
  22.  
  23. Evaluate community services and integrate programs that promote school-family-community partnerships to assist the disruptive student.

Alignment with State and National Standards


  • Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI): 4, 5, 7, 10. 
  • Wisconsin Standards for Administrator Development and Licensure - (WI DPI) 3
  • No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are best for your work and family schedule.
  • The class is highly interactive with a significant discussion component.
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
  • Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.



Sign Up Soon!

Register online The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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EDUC 651 Project-based Learning in the Flipped Classroom

Flipped Classroom Design and PBL

Online Course 2 graduate credits
Instructor: Maggie Rouman
Spring: January 30 - March 10, 2017
Summer: June 19 - July 28, 2017
Tuition, Due Dates, and Registration


You Will Learn

  • Instructional strategies for implementing the flipped/blended approach to support project-based learning
  • Implications for classroom management, learner motivation and engagement
  • Performance-based assessments for project-based learning
  • Cooperative learning and peer tutoring activities to support project-based learning
  • Theories of learning that support the use of flipped/project-based learning
  • Selection or creation of videos and other multimedia web-based learning objects using evidence-based flipped classroom instructional design principles
  • How flipped/project-based learning meets the needs of diverse learners, including differences based on race, age, gender, socioeconomic status, ability, disability, and learning styles

Who Should Enroll

  • K-12 teachers (blended classrooms and virtual schools)
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
The flipped/blended model supports any grade level including primary grades, any subject and learner.

Description

Instructional strategies for design, management, and assessment of standards-focused, project-based learning (PBL) in the flipped classroom. Use of multimedia and online resources to support collaboration and increase learner motivation and engagement.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.


Technology Skills Needed

A basic understanding of how to search online for instructional videos or other media and/or how to create and upload a video file


Textbook

Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR. International Society for Technology in Education. ISBN: 978-1564843159.


Learning Outcomes

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

  1. Critically analyze and reflect on benefits and drawbacks of the flipped approach based on curricular need.
  2. Collaborate with others using online tools and demonstrate how to locate or create video  and other teaching materials for home use by learners for a specific instructional need.
  3. Create project-based learning units and assessment action plans and field test the flipped approach and demonstrate ability to determine a curricular/training fit in instructional decision-making.
  4. Design cooperative learning and peer tutoring activities using the flipped approach and utilize self and group assessment rubrics to assess group work and team activities.
  5. Critique scenarios and analyze best practices for effective management to minimize disruptive behavior and increase engaged learning.
  6. Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes.

Alignment with Standards


  • Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 6, 7, 9, 10 
  • National Board for Professional Teaching Standards 3
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are best for your work and family schedule.
  • The class is highly interactive with a significant discussion component.
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.



Sign Up Soon!

Register online The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Browse Courses
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EDUC 660 Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Online Course 3 semester hours graduate credit
Instructor: Shannon Mersand
Spring: January 30 - March 24, 2017
Summer: June 5 - July 28, 2017

You Will Learn How to

  • Build a Makerspace in your school, library or classroom
  • Guide students through design challenges, and explore fixed stations versus workshops
  • Unleash your creativity with innovative tools and maker project ideas that support learning.

Who should enroll?

  • PK-12 classroom teachers
  • School library media specialists
  • Teacher-librarians
  • STEM educators
  • Tech integration teachers
  • Educational technology teachers

Description

Learn evidence-based instructional strategies and how to use tools (physical or virtual) to support building models, prototypes, inventions and innovations and encourage creative problem solving and team collaboration across a wide range of subject matters and all grade levels.
Applications of learning theory and assessment strategies will be employed to create K-12 interdisciplinary inquiry-based maker experiences.
This course is an approved elective in the Master of Science in Education online degree program. 
You may enroll in this course for
  • professional development
  • license renewal
  • graduate credits
  • transfer credit to another university

Our Students Say ...

"This was one of the best courses I have taken in YEARS  - and I have taken quite a few online courses from a variety of institutions. The course content was excellent, the activities were relevant, rigorous and thought provoking."
"This was the most interesting and applicable elective course that I have taken--time and money well spent!"
- Molly Dall'Osto, Milwaukee, Wisconsin
"I like how we got to submit work product in different formats - infographics, cartoons, presentations, podcasts, etc. I never have time to learn those things during the school year and this course gave me the freedom to do that. I was able to take what I was doing for this course and apply it to my classroom during this school year!
"I have been looking for a course like this to engage students in learning while doing hands-on fun activities!Highly recommend this course to anyone involved with students!"
~Terri Lee Pocernich, Ashland, Wisconsin

Textbook to Purchase

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. ISBN: 978-0989151108
You will be provided a second book as an e-textbook. When you login to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader. If you prefer to have a hard copy, you may purchase the book used or new, or rent the textbook from an online book source such as amazon.com or www.textbooks.com.
Honey, M., & Kanter, D. (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge. ISBN: 978-0415539203
Additional web-based readings, virtual field trips, and videos will be available within the course.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of K-12 interdisciplinary maker movement characteristics and differentiate between emerging “maker,” “digital fabrication,” hacker spaces, entrepreneurial spaces, and collaborative learning spaces.
  2. Research and distinguish between hands-on, inquiry-based learning and traditional K-12 instructional design and teaching strategies.
  3. Examine the relationship between inquiry-based maker experiences and academic disciplines.
  4. Analyze and identify opportunities, barriers, options and alternatives to incorporate the maker mindset.
  5. Establish a process-driven curriculum based on student interest that is adaptable to a variety of grade levels.
  6. Evaluate examples of maker projects that are integrated with curriculum across grade levels and disciplines and designed for a diverse group of K-12 learners.
  7. Evaluate, select, utilize and apply materials and technologies with the maximum learning impact to encourage interdisciplinary creative problem-solving when designing functional prototype projects.
  8. Examine the roles of the teacher and school media specialist as collaborators and leaders in the school-based maker movement.
  9. Utilize online social platforms that assist learners in finding, joining, and interacting with their own personal learning communities including other students and professionals, both within and outside of their school.
  10. Analyze and demonstrate appropriate teaching behaviors that support student reflection about an open-ended process, failure as part of the process, resourcefulness, and sharing work with others.
  11. Apply learning theories that support making principles when designing learning activities.
  12. Align instructional goals with flexible and customizable curricula and differentiate the appropriate and inappropriate use of assessment of inquiry-based learning projects.
  13. Synthesize the principles of learning by making with teaching strategies, instructional technology, and effective authentic, ongoing and continuous feedback and summative assessments.

Alignment with Standards

Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 4, 7, 9
  • National Board for Professional Teaching Standard 3 and 4
  • Next Generation Science Standards
  • Common Core State Standards for English and Math
  • International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) 2 - Design and Develop Digital-Age Learning Experiences and Assessments
No travel to campus is required. 
This class is asynchronous and open to you 24/7.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
Activities are conducted according to a schedule with specific due dates each week. This is not a self-paced class.

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

EDUC 665 Mindful Approaches to Classroom Management

Online Course 3 semester hours graduate credit

Mindful Approaches to Classroom Management
Spring: February 6 - April 7, 2017
Not offered Summer term
Tuition, Due Dates, and Registration
Practice strategies to minimize and prevent classroom and behavior management problems.


Course Description

Research-based strategies to improve class climate that integrate Mindful practices and improve students’ social-emotional learning, self-regulation, motivation and academic performance while reducing test anxiety and bullying. Mindful approaches applied to student-teacher interpersonal communication and to the organization of space, routines, and procedures at all grade levels.

Who Should Enroll

  • Elementary, middle school, and high school educators
  • Guidance counselors
  • Special education teachers
  • School library media specialists
  • Principals
  • School social workers
  • Those working with incarcerated youth outside of traditional K-12 education
This course is an approved elective in the Master of Science in Education online degree program.

You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.



e-Textbooks

E-textbooks will be provided when you login to the course.
Jennings, P. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W. W. Norton & Company. ISBN: 978-0-393-70807
Goleman, D. (2011). The Brain and Emotional Intelligence: New Insights. More than Sound: Florence, MA.  ISBN: 978-1-934-441152

You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or using Chrome as the browser on a fully internet-capable device. It is not compatible with a Kindle Reader.

Additional recommended web-based articles will be available via the course modules.



Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze the research on mindfulness within the neurosciences, psychology and education.

  2. Examine a variety of mindful practices and summarize ways in which they could be used in the context of self care for education professionals and a diverse group of learners.

  3. Summarize the historical context of discipline and classroom management and interpret major theories of mindfulness as applied to classroom management.
  4. Analyze a classroom of students to determine the profile of a typical class.
  5. Analyze school-wide behavior expectations for major common areas in the school and individual classrooms.
  6. Self-assess the organization of space, materials, and equipment for early prevention of possible distractions and disruptions.

  7. Apply key concepts and research regarding mindfulness when organizing space, materials and equipment.
  8. Self-assess classroom procedures and routines for early prevention of possible disruptions.

  9. Apply key concepts and research regarding mindfulness when planning classroom procedures and routine.
  10. Analyze internal and external factors that affect student safety in a classroom or school.

  11. Apply key concepts and research to develop mindful strategies and procedures to better insure student safety within the classroom.
  12. Design mindful instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the student.

  13. Demonstrate mindful communication strategies to encourage positive social interaction, active engagement, and self regulation for the instructor and the student.

  14. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.

  15. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.

  16. Identify and select resources within and outside of schools that could be used as a network of support.

  17. Apply single case design strategies that target and assess the impact of specific mindfulness strategies on aspects of classroom management.

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Teaching Standards (WI DPI) 3, 5, 10

  • National Board for Professional Teaching Standards: 3
  • Teachers are Responsible for Managing and Monitoring Student Learning
  • No travel to campus is required. 
  • Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
  • The class is highly interactive with a significant discussion component. This is not a self-paced class.
  • All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. 
  • Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.

For More Information


Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter

Tuesday, January 10, 2017

Earn Graduate Credits – Online Courses for Professional Development

Registration closes this week.


Register online today for January and February classes
http://www.uwstout.edu/soe/profdev/register.cfm

Are you interested in getting an additional certification?

Do you need extra credits to renew your current license?

Our classroom management, teaching writing, math specialist, reading teacher, reading specialist, instructional design, and elearning and online courses are offered online







Start Date: January 17
EDUC 648 Math Assessment for Response to Intervention (RtI)
EDUC 656 Bullying in Schools
RDGED 701 Developmental Reading K-12
RDGED 721 Supporting Literacy Instruction (Literacy Coaching)

Start Date: January 23
EDUC 640 Poverty in Schools
EDUC 645 School-wide Positive Behavioral Interventions and Supports (PBIS)
EDUC 647 Strategies for Teaching Students with Autism in the Inclusive Classroom
RDGED 702 Reading in the Content Areas K-12
RDGED 706 Assessment and Evaluation of Language and Reading

Start Date: January 30
EDUC 642 Teaching Digital Media Literacy in the Content Areas: Using Primary Sources
EDUC 651 Project-based Learning in the Flipped Classroom
EDUC 653 Middle School and High School Writing Instruction
EDUC 654 PK-Elementary Writing Instruction
EDUC 655 Strategies for Dealing with Disruptive Behavior
EDUC 659 Methods of Teaching Middle School Math (Grades 4-8)
EDUC 660 Teaching for Creativity and Innovation: The Maker and Makerspace Culture 

Start Date: February 6
EDUC 665 Mindful Approaches to Classroom Management

Start Date: February 27
EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching
EDUC 760 E-learning for Educators
EDUC 761 Collaborative Communities in E-learning - Online Facilitation Skills
EDUC 762 Assessment in E-learning
  • No travel to campus required.
  • Meet your PDP goals for continuing education or license renewal
  • The courses are approved electives in the Master of Science in Education online degree program.
    http://www.uwstout.edu/programs/mse/index.cfm

  • No tuition is due until March 1.

For more information contact:
Joan Vandervelde
vanderveldej@uwstout.edu
Online Professional Development
http://www.uwstout.edu/soe/profdev
College of Education, Hospitality, Health and Human Sciences
University of Wisconsin-Stout
Telephone 715-642-0209

Like us on Facebook https://www.facebook.com/onlineteaching


Friday, December 16, 2016

Resolve to Earn a Certificate in 2017 Register NOW!

ELearning and Online Teaching Career Center University of Wisconsin Stout

Pursue Your New Year's Goals NOW

Ten Month Fast Track Option


Complete all five courses and receive a graduate certificate in e-learning and online teaching.

NOTE: Twelve of the course graduate credits may be applied as electives in the Master of Science in Education graduate degree program

Of course it's easy to skip a term or two between courses if that works better than taking the courses back to back.

Learn More Now

Program Plan if You Begin January 3, 2017 and finish November 2017



      For More Information... Fastrack Plan

      Request Information Online
      Contact Us: School of Education
      Online Professional Development
      University of Wisconsin - Stout
      Menomonie, WI 54751
      Program Advisor, Dennis O'Connor
      Phone: (530) 318-1145

      Wednesday, December 14, 2016

      Instructional Design for E-Learning EDUC 763

      EDUC 763 Instructional Design for E-Learning

      http://www.uwstout.edu/soe/profdev/instructonline.cfm

      January 3 - February 24, 2017

      Online Course 3 semester hours graduate credit
      Instructor: Dr. Susan Manning*




      Learn how to create online courses that work efficiently. By understanding how people learn and how to design the experience conceptually and aesthetically, you can shape an effective and engaging learning experience. The course also addresses blended learning environments, synchronous and asynchronous concerns, the use of a variety of media such as video and audio along with accessibility concerns, and effective evaluation of online course design.
      This course focuses on instructor-led and facilitated methods more than self-paced/ computer-based training.
      This course is an approved elective in the Master of Science in Education online degree program and is one of the required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching.
      (Don't miss a chance to learn with Susan Manning, a nationally recognized online instructor.)

      Tuesday, December 13, 2016

      Assessment in E-Learning 3 Graduate Credits - 8 Weeks Enroll Today


      EDUC 762 Assessment in E-Learning

       January 3 - February 24, 2017 or February 27 - April 21, 2017 

      Enroll Today

       

      As an educator you already understand the importance of efficient and accurate assessment. Have you realized how powerful assessment is in the online learning environment?
      • Assessment has the capability to drive interactions and engagement.
      • Assessment can minimize plagiarism
      • Assessment can strengthen higher-level learning.
      • Assessment can streamline blended learning environments.
      Learn what is needed to become an excellent online teacher and course designer while developing your electronic record keeping systems and methods for evaluating discussion postings and group projects.


      Become familiar with assessment tools that could make or break your online course.

      Module 1: Why is Assessment Important?
      Module 2: Emerging Practices of Online Assessment
      Module 3: The Case for Authentic Assessment
      Module 4: Variety of Assessment Tools
      Module 5: Taxonomy of Assessment
      Module 6: Cybercoaching - an Emerging Model
      Module 7: Summative Assessment
      Module 8: Discourse Analysis

      Course Description. Register Now!

      Some might think of online assessment as a dry topic. You'll find this class anything but dry! This is a great course! Take the leap and join now.



      You won't be disappointed


      ~ Dennis


      Dennis O'Connor
      Program Advisor
      E-Learning and Online Teaching
      Graduate Certificate
      UW-Stout