Tuesday, January 20, 2015

Rubrics to Assess Collaboration and Teamwork ~ UW-Stout

In This Issue

List of January, February, and March Online Courses with Openings
Rubrics to Assess Collaboration and Teamwork
Tech Tip: Shortcut Tool for Creative Commons Image Attribution
Featured Course: EDUC 762 Assessment in E-Learning
(Re-Published here courtesy of Editor: Karen Franker)
This e-newsletter is brought to you by University of Wisconsin-Stout School of Education. 

Rubrics for Collaboration and Discussions

Consider the benefits of rubrics to streamline grading and clarify expectations for discussions and collaborative group work and explore samples of successful rubrics created by educators.
How to Use a Rubric without Stifling Creativity
Grant Wiggins asserts that rubrics do not squelch originality if accompanied by a variety of model examples, and if fresh ideas are explicitly encouraged and valued. 
Your Rubric is a Hot Mess; Here’s How to Fix It
Jennifer Gonzalez describes the use of a simple single-point rubric to highlight targeted student behavior and to provide detailed feedback on performance. 
Cultural Sensitivity Needed in Online Discussion Rubric Language
Debra Ferdinand explains how subtle wording changes in rubric descriptors can mitigate differences in intercultural communication styles and create a more inclusive class climate.
Development, Implementation, and Evaluation of a Grading Rubric for Online Discussions (PDF)
Ann Solan and Nikolaos Linardopoulos present their findings about developing, implementing, and gathering student perceptions of an online discussion rubric that considers quantity, quality, timeliness, and communication proficiency.
Rubric Examples 
Teamwork Rubric (PDF)
The staff at Stephen F. Austin University provide a modified five-point rubric adapted from the AACU Teamwork Value Rubric.
Middle School/High School Collaboration Rubric
Karen Franker’s rubric contains six criteria for assessing secondary school student collaboration projects including: dependability, research, listening, and questioning.
Upper Elementary Teamwork Rubric
Karen Franker's rubric includes six defined criteria for assessing team and individual responsibility including: focus on the task, work habits, and problem-solving.
Discussion Board Rubric
This sample rubric from the Rutgers University School of Communication and Information includes categories such as: connection to course materials, contribution to learning community, and writing quality. 
Discussion Participation Rubric (PDF)
Kelvin Thompson’s rubric includes criteria such as: responsiveness, application, timeliness, and adherence to protocols. 
Blended Learning Discussion Rubric (PDF)
The staff at Simmons College shares a selection of four discussion rubric models to consider for blended classrooms. 
Online Discussion Rubric
Joan Vandervelde’s discussion rubric assesses the ability to critically analyze, actively participate, respectfully interact, and clearly communicate.

Featured Courses

EDUC 762 931 March 2 - April 24, 2015 Instructor: Jim Erbe
EDUC 762 960 June 29 - August 21, 2015 Instructor: Datta Kaur Khalsa

  • Design robust online assessments
  • Learn strategies to minimize plagiarism
  • Develop concise rubrics for evaluating achievement of learning objectives
  • Discover timesaving voice and video grading options
  • Use blogs, wikis, surveys, and e-portfolios to assess individual and group activities
"I found this class to be immensely gratifying, and I can honestly say that my mind is full with new ideas, new concepts and new ways to assess students that I either shrugged off as ‘it will never work’ or simply didn't think to consider.”
 ~ Kristina Vines, Technical College Instructor/Program Chairperson Surgical Technology

Sunday, January 18, 2015

The Feedback Loop that just keeps giving and giving...

I love hearing from former students.  Sometimes the context is email, sometimes it comes via social networks. I always think of this kind of interaction as the tip of the iceberg. I have taught thousands of online students, it is so deeply satisfying to hear from them over time.

Here's a snapshot of one connection with Jen Hegna:

Thank you Jen! Teaching teachers to teach teachers is a gratifying experience.

Tuesday, January 6, 2015

Teaching and Assessing Writing with the 6-Traits: Online Class Open Now

Content Area Reading logo

EDUC 653 Middle School through Adult 6-Traits Writing Instruction
3 credits
Course Author: Dennis O'Connor
NCATE logo
Renee Williams
Instructor:Renee Williams
Telephone: 971-4504572474
Office appointment calls available via Skype: renwill11 in Dubai, U.A.E.

Course Description

Concepts, instructional methods and assessment strategies for improving writing instruction, middle school through post-secondary. Self-assessment strategies, application of 6-traits, technology and software applications, and writing across the curriculum.
This class will focus on how to apply the Northwest Regional Educational Laboratory's 6+1 Traits™ model to the process of teaching and evaluating writing.
The course activities will investigate the vocabulary, concepts, and application of writing traits to classroom instruction and student assessment. Take a few moments to review the class objectives.
Each module is structured around an Introduction, Readings, Lecture, Activities, an Activity Checklist, and Discussion Forum.
You will work individually and as part of a community to practice and refine your assessment skills. You will score a variety of demonstration papers, discuss your rationale with online colleagues, discover a variety of classroom strategies for teaching the traits, and share your own teaching methods.
While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.

Free e-Textbook

Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and      Literature (6th Edition). Pearson. ISBN: 978-0132944106
Additional reading materials will be included as e-mail mini lectures or references on the WWW.
When you log in 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.
You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.
e-Textbook Tutorialhttp://www.uwstout.edu/textbooks/upload/engage-help.pdf

University Email

Checking your university email daily is recommended.
Mobile Phone Access to Your EmailYou may configure your mobile device to receive your university email automatically. Directions are provided at:http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262
Click on the appropriate link for directions that match your device.
If you need assistance, please call 715-232-5000.


  1. Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction.
  2. Analyze writing samples based on the critical attributes of each trait.
  3. Apply a variety of composing and revision techniques used in the writing process.
  4. Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.).
  5. Utilize online databases to practice analytical scoring for each of the 6-traits.
  6. Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students.
  7. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities.
  8. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests.
  9. Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments.
  10. Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum.
  11. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits.
  12. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas.
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.

Assignment Due Dates

Review the Course Calendar.  A link is available on each course content page.

Instructor-Student Communication

The primary methods for communicating with students with be via...
  • Course NewsUpdates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week.
  • DiscussionCheck the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.
  • Your UW-Stout Email Account
    Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.
Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.
The World Clock - Time Zones


Your final grade will be based on:
40% - Satisfactory completion of module activities20% - Final Project
20% - Online Discussion (postings to Discussion Forum)
20% - Self-reflection
Your projects will be evaluated using standards listed on the module rubrics or checklists.
A -- Exceeds the standardB -- Proficient demonstration of the standard
I -- Incomplete demonstration of the standard (Work must be resubmitted.)
Discussion Board Etiquette (Please Read!)
Evaluation of your Discussion Forum participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the Discussion Forum.
Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings.
Proficient indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions
Partially Proficient Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.
Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.
Discussion Rubric
Reflections will be evaluated for clarity and your understanding of the readings and activities.
Any time that you want to ask about your progress, send an email directly to your facilitator.

Grading Scale

F73 or below
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.

Course Outline

  1. Getting Started With TraitsIntroductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait
  2. Trait: Voice
    Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide
  3. Trait: Ideas and Content
    Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas
  4. Trait: Organization
    Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide
  5. Trait: Word Choice
    Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide
  6. Trait: Sentence Fluency
    Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency
  7. Trait: Conventions
    Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric
  8. Practical Applications of the 6-Traits in Writing Across the Curriculum
    Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas
  9. The Assessment RoundtableBringing It All Together
    Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom

Participation and Collaboration

Participants will:
  • Exchange posts with their colleagues and participate in discussions using a Discussion Forum
  • Review and discuss online and text based reading materials
  • Use online examples to practice score each trait
  • Score demonstration papers using the rubric and discuss assessment rationale
  • Develop and score an original student sample for all traits.
You will be able to customize activities to your specific teaching responsibilities and needs.
No more that 10% of a discussion posting or paper may be directly quoted.
Tips for documenting direct quotes in a discussion posting or paper:http://owl.english.purdue.edu/owl/resource/560/02/
See: "short quotations" and "long quotations" and "summary or paraphrase."

Late Work

Regular, timely feedback to classmates via the Discussion Board makes this class vital, and prompt submission of assignments for assessment allows the instructor to give you the guidance you deserve to receive. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.
Life can bring emergencies which may prevent timely submission of assignments. If you have an emergency which interferes with your coursework contact the instructor as soon as possible. Emergencies are defined as serious events which are not planned. Emergencies cannot be written on the calendar in advance. Examples of emergencies are heart attacks, car accidents, serious health crises of the student or in the student's immediate family. Examples of non-emergencies are family weddings, vacations, or any other event which can be planned around. If the family calendar looks busy at a particular time, plan to work ahead on your coursework.
Excused Makeup Work - If the late submission has been requested and approved in advance of the due date, there will be no deduction of points from the grade. An email to the instructor requesting an extension of the due date must be sent. The instructor will inform you if late submission will be allowed.
Unless previously excused by the instructor, work that is submitted after the close of a module will be penalized 10%. In other words, you need to be on time to earn 100%. You will only one week to make up late work. Late work will not be accepted after one week unless previously approved by the instructor.
Please contact the instructor if you have any questions about the late policy.


If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.


UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:http://www.uwstout.edu/services/disability/contact.cfm

Academic Dishonesty

"Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions."
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:
  • Cheating — The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.
  • Plagiarism — The use of others' ideas and words without a clear acknowledgement of the source.
  • Fabrication — The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.
  • Assisting — The facilitation or assistance in academic dishonesty.
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "Student Academic Misconduct / Disciplinary Procedures - UWS," Ch. 14.Â

Technology Requirements and Assistance

Complete the system checkup on this website  –https://uwstout.courses.wisconsin.edu/ – by clicking on the link that says:Check your system.
For help with your university email account, password, and login process:http://helpdesk.uwstout.edu
Madison Help DeskIf you have any questions about these preferences, please call the Madison Help Desk at one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout. Help is available 7 days a week.
  • 1-888-435-7589 select option 3

  • 1-608-264-4357 select option 3

Problems with Email

Ask5000 Help Desk
Call 715-232-5000 for technical assistance such as forgotten passwords, email, storage, and problems logging in to Access Stout to view tuition billing or final grades.

Library Services

To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.

© Copyright 2015. All rights reserved.
Credits: Logo design by Carlo Vergara
Last Updated: Friday, September 26, 2014

Sunday, January 4, 2015

1-2-3 How to Clean Up Microsoft Word's underlying HTML

To fix formatting issues that commonly occur when pasting text directly from Microsoft Word into an online discussion board, use the free Word to Clean HTML tool.

  1. Paste your text into the tool’s large white window, then click on the “Convert to Clean HTML” button. 
  2.  In the next window, click “Copy HTML to Clipboard” then press “Ctrl-C” (Windows) or “Command-C” (Macintosh). 
  3.  Finally, use “Ctrl-V” (Windows) or “Command-V” (Macintosh) to paste the converted text into a new discussion board posting.
This technique works whenever you want to paste Word text into an HTML environment. (Thanks to Karen Franker, editor of UW-Stout's Tech Tips for bringing this tool to our attention!)

Sunday, December 28, 2014

Last Call: E-Learning Assessment: Assessment in the Online Classroom

E-Learning Assessment !

EDUC 762 930 January 5 - February 27, 2015 Instructor: Datta Kaur Khalsa (HURRY you may still be able to register if you act today.)
EDUC 762 931 March 2 - April 24, 2015 Instructor: Jim Erbe

EDUC 762 3 semester hours graduate credit

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: Perfect E-Storm
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

Wednesday, December 17, 2014

E-Learning for Educators: Spring 2015 Schedule

Last Call Enroll Now for Spring 2015

EDUC SPRING 760 930 E-learning for Educators January 5 - February 27, 2015 3 graduate credits http://www.uwstout.edu/soe/profdev/elearning.cfm  (Class Closed)

EDUC SPRING 760 931 E-learning for Educators March 2 - April 24, 2015 3 graduate credits http://www.uwstout.edu/soe/profdev/elearning.cfm

Learn how to add an online component to enhance traditional face-to-face instruction/training with blended learning or convert a course or workshop for online delivery. Create discussion forums, online surveys, quizzes and e-portfolios. Learn how to support new online learners with strategies that increase learner interaction and engagement.

Check out our Syllabus

Friday, December 12, 2014

Assessment in E-Learning: Online Graduate Class - UW-Stout

EDUC 762 Assessment in E-Learning

Online Course 3 semester hours graduate credit
Tuition and Registration
Choose one section:
EDUC SPRING 762 930 Assessment in E-learning January 5 - February 27, 2015 3 graduate credits http://www.uwstout.edu/soe/profdev/assessonlineclass.cfm

EDUC SPRING 762 931 Assessment in E-learning March 2 - April 24, 2015 3 graduate credits http://www.uwstout.edu/soe/profdev/assessonlineclass.cfm

Improve your online efficiency and teaching effectiveness with hands-on practice using online assessment tools. Sharpen your discussion facilitation and improve student engagement. Understand how to quickly detect, document, and minimize plagiarism in the online classroom. Includes writing strong learning objectives that address higher order thinking, concise rubrics for evaluating achievement of those objectives, and methods for assessing individual and group activities. Experience voice and video technology options that save time grading while increasing the amount of quality feedback. Learn to use blogs and wikis as evidence of learning.


Performance-based assessment, summative and formative feedback methods to assess student learning in the online classroom.
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.
NOTE: You may enroll in this individual course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.


All readings will be provided online. There is no required textbook.

Learning Outcomes

  1. Demonstrate development and use of academic standards across the curriculum and application of standards and objectives in online classroom assessment and evaluation.
  2. Analyze the assessment process including types of evaluations, the relationship of assessment to learning, institutional and curriculum objectives, online testing, high stakes testing, corporate assessment framework (CAF) and standardized testing.
  3. Apply mapping to align assessment to learning outcomes, develop rubric criteria and select appropriate online assessment.
  4. Apply current research and technology tools to create authentic assessment, discourse analysis, self and peer evaluation, rubrics, online surveys, tests and quizzes for self-paced tutorials.
  5. Value fairness and adapt e-learning assessments appropriately for diverse populations of students, including students with exceptionalities.
  6. Evaluate and utilize appropriate technology tools including electronic gradebooks, calendars, spreadsheets and e-portfolios.
  7. Demonstrate research-based practices for choosing assessment models and apply plagiarism detection tools and support ethics, community building and team trust that help prevent cheating.

Alignment with Teaching Standards

Course objectives are aligned with the following teaching standards:
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 8
International Society for Technology in Education Standards for Teachers (NETS-T) 2d, 5a, 5c

Content Outline

Module 1: Why is Assessment Important?
Module 2: Emerging Practices of Online Assessment
Module 3: Perfect E-Storm
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
No travel to campus is required. Because this class is online and open to you 24/7, you may 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. 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.


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
Browse Courses

Thursday, December 11, 2014

UW-Stout: Mobile Learning Instructional Design

University of Wisconsin Stout Online

 Learn how Chromebooks, iPads, smartphones, tablets, and e-readers integrate in training, the classroom, library media center, professional development, and administration/assessment activities. Learn how to use mobile learning instructional strategies and live assessment tools such as ebooks, digital textbooks, digital assessments and surveys, iBooks, Audioboo, QR Codes, Naiku, Socrative, Google Goggles, Blogger, Twitter, A+Pro, NPR, TED talks, and various applications. Create a simulation using Camtasia or an eBook, post it online, and analyze the benefits of learners writing content for eBooks, selecting images and links to web pages. Identify applications that work best for your learners (adult learners, K-12, or college-age students).

Learn how to use mobile tools for project management tasks, differentiation, transition to the flipped/blended learning, and assessment data analysis. Develop tools and metrics to evaluate the success of mobile learning technologies.

Wednesday, December 10, 2014

10 Month Fast Track to Your Graduate Certificate in E-Learning and online Teaching

Become an Effective Online Instructor in Just 10 Months - Make it happen in 2015 

Prepare for designing online courses, teaching in blended or online classes or training in elearning settings.

How long is a course? 

Each course is 8 weeks. These intensive courses earn 3 Graduate Credits.

Begin January 2015 and complete the certificate in 10 months.

EDUC 760 Elearning for Educators January 5 - February 27, 2015 
EDUC 762 Assessment in E-learning March 2 - April 24, 2015
EDUC 763 Instructional Design for E-learning May 4 - June 26, 2015
EDUC 761 Creating Collaborative Communities in E-learning - Online Facilitation  June 29 - August 21, 2015
EDUC 764 E-Learning Practicum + Internship September 14 – November 7, 2015 (Prerequisite: Successful completion with a 3.0 gpa in EDUC 760, 761, 762, 763 

It's possible to skip a semester or two between courses if that works better for you than taking the courses back to back. Each course is offered three times per year.

Begin May 2015 and complete the certificate in 10 months.

EDUC 760 960 E-learning for Educators May 4 - June 26, 2015
EDUC 762 961 Assessment in E-learning June 29 - August 21, 2015
EDUC 763 900 Instructional Design for E-Learning August 24 - October 16, 2015
EDUC 761 900 Collaborative Communities in E-learning - Online Facilitation October 19 - December 11, 2015
EDUC 764 930 E-Learning Practicum + Internship January 20 - March 27, 2016

Frequently Asked Questions about the Practicum + Internship
NOTE: Twelve of the course graduate credits may be applied as electives in the Master of Science in Education graduate degree program.


How much will it cost?

2014-2015 $415 per semester hour graduate credit
Each course is 3 semester hours graduate credit - $1245 total cost per course.
There is no registration fee and no program application.
E-textbooks are provided free.
Full Access to Lynda.com training videos
Full access to Brainfuse personalized tutorials
Tuition is the same for Wisconsin residents, out-of-state and international students.


When can I start and how do I register online?

Register online to reserve your spot now. This program is very popular and courses fill well before the start date. There is no registration fee.
All courses are offered three times each year (spring, summer and fall).

Do I need to apply for admission to the university's graduate program?

No, you do not need to apply for graduate admission to the university unless you are beginning a Master's degree program at University of Wisconsin-Stout.

When is the registration deadline?

Registration is available until each session is filled or five business days before the course begins.


What is the prerequisite?

Completion of a bachelor's degree

May I enroll in one course, such as Instructional Design for Elearning, without taking the other courses?

Yes, many students enroll in a single course and do not take the other courses.

Find Online Teaching Jobs

How will a graduate certificate help me?

Include your graduate certificate courses on your resume and LinkedIn profile as an indication of your commitment to acquiring new skills and extending your knowledge.

Add our graduate certificate to your existing masters degree to demonstrate subject matter expertise in e-learning.
Share your certificate projects in an online portfolio showcasing your expertise and competencies.

"... for students balancing the jobs they must have with the advanced education they desire – a situation faced by most students today – completing a certificate can be the most direct path to career success."
~ The Certificate Solution

What type of online teaching job opportunities are available?

The courses are designed for experienced trainers and educators interested in entering the field of online teaching or those who wish to blend web-based instruction into their face-to-face classes. Our students are:
  • Trainers in corporations, nonprofit organizations, business, government, and military
  • Technical and community college instructors (adjunct and full time)
  • College and university professors (adjunct and full time)
  • K-12 teachers (blended classrooms and virtual schools)
  • Health educators involved in patient education, continuing education or in-service education, community health education, or academic healthcare education
  • Curriculum consultants, professional development coordinators, and distance education leaders
  • Continuing education facilitators
Check out our E-learning Graduate Certificate Magazine - Finding E-Learning Jobs.

Frequently Asked Questions

Is there an application fee?


Is the course open to international students?

Yes, students from 23 different countries have enrolled in this program.

Will I receive a certificate document to include with my resume?

Yes, upon completion of all five online courses, you will receive an official certificate from the university, in addition to the 15 graduate credits on your University of Wisconsin-Stout transcript.

Are online courses open to veterans and military service members?

Yes, you can work online from anywhere in the world. We encourage veterans and military service members working at the graduate level to join our program. UW-Stout was selected as a Military Friendly School, and this honor places us in the top 15 percent of all schools nationwide.

What are the participation expectations?


Is financial aid available?

You may qualify for aid if you are enrolled in the University of Wisconsin-Stout Master of Science in Education degree program and enrolled in a minimum of five (5) credits.

Will this include designing self-paced learning materials?

For those who seek training in the skills necessary to develop self-paced e-learning products, print materials, computer-based training, orientations and compliance tutorials, project management or redesign of existing curriculum for just-in-time delivery and electronic performance support systems (EPSS) consider our Instructional Design Certificate program.


  • Eight-week intensive online courses
  • Expert facilitation by veteran online instructors
  • Small, highly interactive classes
  • Professional-quality projects for an e-portfolio to aid in job searches
  • Career mentoring and job placement assistance
  • Highly competitive tuition
  • Credits apply as electives in the Master of Science in Education graduate degree program
  • Accreditation

For More Information...

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

Browse Courses

Tuesday, December 9, 2014

Webinar: Keeping Pace with K-12 Digital Learning: Annual Review of Policy & Practice.

A quick reminder that the Michigan Virtual Learning Research Institute will host the next Research Webinar on December 10th from 3-4pm eastern time. Presenter John Watson, Founder of Evergreen Education Group, will talk about "Keeping Pace with K-12 Digital Learning: Annual Review of Policy & Practice."

Keeping Pace tracks online and blended learning policy and practice across all 50 states, with support from sponsors across the spectrum of K-12 online and blended learning. The 2014 report – the 11th – was recently released at the iNACOL Blended and Online Learning Symposium. In this webinar, John Watson will discuss key findings of the report including the latest numbers, graphics, state policy and program highlights, and trends, with a focus on digital learning activity in Michigan and on the challenges of obtaining and properly interpreting digital learning data. You can download a copy of the report at http://www.kpk12.com/reports/.

Register here: 

*Note: On the day of the event, you will receive a link to the webinar via email.

Disclaimer: This webinar will be recorded and shared publically. Consequently, anything shared during this webinar, including chat comments, could be shared publically. This webinar may represent a presenter’s or an attendee’s personal views, opinions, conclusions and other information which do not necessarily reflect those of MVU and/or the Michigan Virtual Learning Research Institute and are not given nor endorsed by MVU/MVLRI unless otherwise specified.

Thanks, and enjoy your day!

Michigan Virtual Learning Research Institute
A Division of MVU
Facebook: /mvlrinstitute
Twitter: @MVLRI_MVU

Monday, December 8, 2014

(CC) Closed Captioning Tips (UW-Stout Tech Tips Newsletter)

Editor: Karen Franker

Closed-Captioning Tips

Discover the benefits of providing low-cost, high-quality closed-captioning to meet the needs of all learners, and view examples of exemplary video resources for PowerPoint, YouTube, and Vimeo. 
Five Reasons to Add Closed Captioning on Your Online Videos
Brittany Corners explains five benefits of closed captioning including: reaching new audiences, looking more professional, and improving search engine optimization.
The Importance of Closed Captioning, Demonstrated (Video 1:07 minutes)
Kerri Holferty demonstrates how uncaptioned video appears to learners.
Exemplary Welcome Online Course Video (Video 2:35 minutes)
UW-Stout online instructor Dr. Susan Manning provides an excellent example using CaptionSync to create a well-captioned welcome video on Vimeo for her online course.
Captioning YouTube Videos
The National Center on Disability and Access to Education (NCDAE) describes the three most common methods for captioning YouTube videos.
Audio and Video Accessibility
Portland Community College provides an excellent resource on video captioning and audio transcription guidelines.
508 Accessible Videos – Why (and How) to Make Them
Jonathan Rubin and others explain the three aspects of making videos accessible: captions, audio descriptions, and a 508-compliant video player.
Enjoy Videos on Vimeo with Closed Captioning Available in Many Languages
Staff at closed-captioning.net explain how to turn on closed captioning and subtitling languages in Vimeo videos.
Do It Yourself Transcripts and Captions
Deborah Edwards-Onoro shares tools for creating captions and video transcripts. Check out her top five tips for creating the best transcripts.

Tech Tip: How to Add Video Captions to PowerPoint

The staff at Microsoft describes how to add closed captions to PowerPoint 2010 video files via the free STAMP (Subtitling Text Add-in Microsoft PowerPoint) add-in.

Featured Online Courses 

Meet your professional development goals for continuing education, license renewal or advanced certification.
EDUC 652 Universal Design for Learning
2 semester hours graduate credit
Instructor: Dr. Susan Manning
Video Welcome (2 min. 35 sec.)
EDUC 651 Project-Based Learning in the Flipped Classroom
2 semester hours graduate credit
Instructor: Dr. Kay Lehmann

Dates for Online Courses

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