OLC Institute Schedule

Here’s a quick schedule guide for everything going on at the OLC. From our institutional programs to our international conferences. Take a look at your calendar and book the classes and events of interest to you!

Upcoming Classes & Events

Whether you are new to online course design and delivery, or a seasoned professional looking to deepen your knowledge on the ins and outs, it is increasingly true that possessing a working familiarity with copyright and fair use is a professional necessity. In this workshop, you will first develop an understanding of the basic framework of the applicable law, and more importantly, will learn how to avoid copyright infringement through the application of the Six Rules for Course Design. You will also get answers to important questions like: Do you know how to use copyright law to protect an idea? How long does copyright last? If a use is educational, does it always quality as fair use? Register to get answers to these questions and more from your content-expert facilitator.

Learning Objectives

  • Describe six rules for course design as they pertain to avoiding copyright infringement
  • Analyze and apply the six rules for course design

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work

Who should attend?
Faculty who teach in any modality
Instructional designers
Online program administrators
Librarians

  LEARN MORE >

Description
The Leadership in Online Learning Mastery Series focuses on organizational structure, policy and common funding models related to distance learning programming at the institutional level. Through a series of workshops, you will explore topics relevant to online administrators, using evidence based research into best practices to help you establish and stabilize strategic, manageable growth of distance learning initiatives within your institution while maintaining a competitive edge. You will analyze various models employed by successful institutions to determine which model is best suited to the needs of your institution. Along with other university administrators, you will share ideas about emerging issues in online education, including standards for credit hours, state authorization requirements, security, and intellectual property. Finally, you will align your institution’s mission, goals, and values with a plan for implementing successful online learning programs, with consideration for budgeting and finance.

Learning Objectives

  • Analyze models for successful characteristics applicable to all institutions
  • Develop an institutional plan formulated on models suited to your instruction
  • Describe strategic questions surrounding educational policy as they relate to your institution
  • Evaluate tools and resources to track policy changes
  • Describe best practices in online budgets and investments
  • Develop a realistic plan for financial success in online and blended programming

Successful completion of the series results in a Recognition of Mastery in Leadership in Online Learning. LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Do you have questions about professional development opportunities? Not sure what option is right for you?

Join this open webinar to ask questions you have about OLC Institute Products including:

  • Advanced Certificate Program
  • Traditional Certificate Program
  • Mastery Series
  • Workshops
  • Webinars

This is a great opportunity to get help understanding how these professional development opportunities can help you reach your goals. LEARN MORE >

ePortfolios provide a learner-centered environment conducive to reflective and evidence-based learning, and are considered the center of a student’s personal learning environment. In this workshop, you will explore how ePortfolios enhance deep learning, view examples of well-designed and effective ePortfolios, and reflect on the role that ePortfolios could play in your online courses and programs.

Learning Objectives

  • Discuss how ePortfolios can support reflective and evidence-based learning
  • Assess ePortfolios using rubrics

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Improving access to online education means, among other things, ensuring that your online course materials, teaching and learning activities, and assessments are accessible for all learners. This workshop will help you better understand the legal framework for accessibility in online education and how learners with disabilities participate in online classes. You will also explore practical application of procedures for instructional designers, instructors, developers and administrators to create ADA compliant online courses.

Learning Objectives:

  • Identify types of accommodations needed for different visible and non-visible disabilities
  • Understand how the Americans with Disabilities Act (ADA) frames the decisions made in designing and delivering online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers LEARN MORE >

An important component of successful online teaching is developing efficient assessment strategies and methods. In this workshop you will explore formative and summative assessment techniques used in online education and develop assessment strategies suitable for your online course. You will create a plan to help align learning objectives and activities with assessments. You will explore the differences between summative and formative assessments, and discuss strategies for implementing them. Integrating multiple forms of assessment allows students more opportunities to evaluate their performance.

Learning Objectives

  • Identify formative and summative assessment strategies used in online education
  • Develop assessment strategies for your online courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums and submitting assignments. Total length of time to completion: 7 days

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

Digital storytelling combines multiple media formats to create memorable learning experiences that engage both the mind and emotions of the learner. In this workshop, you will explore the elements of an effective digital story, including point-of-view, voice, sound, images and pacing. You will observe examples of digital storytelling in education and discuss what makes them effective learning experiences. Finally, you will look at implementation strategies for adding these stories to your courses.

Learning Objectives

  • Explore effective uses and best practices of digital storytelling in a variety of educational contexts
  • Create and publish a short digital story

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 teachers
Instructional designers
Educational technologists
Librarians LEARN MORE >

Presentations are an important method for delivering content to students in the online environment. In this workshop, you will explore web-based presentation tools that leverage the 2.0 potential to engage learners, build communities, and promote continuing dialogue. You will explore techniques for making presentations more interactive and meaningful for students, and how their attention in asynchronous environments.

Learning Objectives

  • Test and evaluate various online presentation tools
  • Create a short online presentation

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Faculty teaching in all modalities
University staff who provide training
Instructional designers
Educational technologists LEARN MORE >

Multimedia can be used to increase social presence in online courses by making a personal connection to the students and engaging them in the learning experience. In this workshop, you will explore and experience a number of easy and practical multimedia tools compatible with all major learning management systems. By the end of the workshop, you will have a multimedia activity you can immediately add to your course, and the experience to create many more.

Learning Objectives

  • Explore various tools for creating multimedia introductions
  • Create a multimedia introduction

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists LEARN MORE >

There is increasing pressure on education institutions to increase job placement numbers for their graduating students. Independence University has always been highly involved with helping their students find successful employment opportunities. In 2014 Independence University tried a new approach to helping their students find and secure jobs and that was through having their students create a digital portfolio. Come learn how Independence University was able to increase their job placement rates and what they learned by taking an innovative approach to an old problem.
This webinar may be of interest to career advisors, faculty and administrators and will demonstrate that

  • Digital Portfolios give students the platform to effectively demonstrate their job skills
  • By having a Digital Portfolio, students are able to increase their network and share their skills with a larger audience
  • Students gain a higher level of digital literacy by creating a digital portfolio

Sponsored by

 bluehost - professional web hosting LEARN MORE >

Infographics use data and graphic design to tell stories, teach concepts, and present information. Online activities integrating visual data can develop content literacy and analytic thinking. In this workshop you will learn how to locate, evaluate, and integrate infographics into your teaching, as well as explore the possibilities for creating infographics with your data. You will review the research behind what makes infographics so compelling, and why they are effective cognitive tools for communicating information and data.

Learning Objectives

  • Identify and discus ways that educators can use infographics to improve student learning
  • Create an infographic for use in an online course
    OR
  • Design an activity integrating an infographic for use in an online course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers
Educational technologists
University staff involved in training LEARN MORE >

While online faculty value the flexibility of online teaching, the reality of the 24/7 classroom can be daunting in terms of faculty workload and faculty burnout. In this workshop, you will explore research-based strategies to assist faculty in managing their time more effectively and reducing the risk of burnout. You will review practical workload management tips and tools for both new and veteran faculty. Finally, you will develop a workload management plan that will help improve the online faculty experience.

Learning Objectives

  • Describe strategies for managing administrative and teaching workload
  • Develop a workload management plan for yourself or your faculty

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online
Deans and program chairs LEARN MORE >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but also can be used for teaching and assessment. In this workshop you will explore some of the many ways you can use concept maps in various phases of the teaching and learning cycle.

Learning Objectives

  • Identify relevant research based strategies and explore learning activities that utilize concept mapping in online education
  • Develop an activity for your online course integrating concept mapping

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

One of the biggest challenges in online education today is the high rate of students who do not continue with their programs to completion. In this workshop, you will explore factors impacting retention and possible solutions for overcoming those challenges at your institution. You will review research-based strategies for increasing the retention rates of online students, improving satisfaction and increasing success. You will evaluate best practices with evidence from other institutions to create a plan that will help you to retain students in your classes and throughout your programs.

Learning Objectives

  • Identify the most significant challenges to retention of online students
  • Discuss and develop solutions for retaining online students

Format
This is an asynchronous, week-long workshop which will begin on Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Online program staff and administrators
Online faculty LEARN MORE >

The OLC Quality Scorecard is a tool for online administrators to measure the quantifying elements of quality within online education programs in higher education. In this workshop you will get an overview of the OLC Quality Scorecard, explore how the OLC Quality Scorecard can be implemented in your institution and evaluate your institution based on a few chosen quality indicators from the OLC Quality Scorecard. This introductory workshop provides basic information on the OLC Quality Scorecard for the Administration of Online Programs. This workshop will also highlight the newest version of the scorecard which has 75 indicators organized into 9 categories.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard in your institution
  • Discuss examples of best practices for each quality indicator

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Provosts

Deans

Directors of online programs

Instructional designers LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

As the public and private roles of women evolve in all parts of the world, women are taking up leadership responsibilities at new levels and in new fields. The path to leadership roles is a result of women aspiring to senior positions; acquiring new skills; possessing keen problem-solving abilities, and capably managing multiple roles both at home and in the workplace. The challenge for women leaders is not to simply establish a presence in the so-called “man’s world”—it is to overcome the challenges that prevent them from gaining recognition for their leadership skills and abilities and creating a successful niche in a professional environment.

Although a number of women are rising to senior positions in the field of online higher education, there is a wide range of internal and external forces to which they must attend to ensure their continued success. This presentation will explore several of the forces driving change in online higher education and the leadership challenges for women in this field. In particular, the presenters will discuss professional development programs and customized online learning leadership institutes that assist women leaders in aligning their skills with their aspirations. An analysis and discussion of data collected in collaboration with the OLC-C/Penn State Institute for Engaged Leadership in Online Learning (IELOL) regarding the experiences of female participants will be included.

This webinar maybe of interest to higher education professionals interested in learning more about women’s leadership in online higher education, including challenges faced by women leaders, and opportunities and strategies for women to overcome those challenges and assume leadership positions in online higher education.

By attending this webinar participants will acquire:

  • Increased knowledge and understanding of the current higher education environment and the role/representation of the women leaders in higher education
  • Increased understanding of the particular challenges confronting women leaders in higher education and strategies for overcoming these challenges
  • Increased understanding of the importance of professional development and mentorship programs for women leaders in online higher education, and ability to identify such opportunities
  • Ability to connect with women leaders in online higher education with similar professional interests

Combined with educational apps, tablets have become powerful educational tools. Based on recent surveys, mobile apps are the fastest growing dimension of the mobile space in higher education right now, with impacts on virtually every aspect of informal life, and increasingly, every discipline in the university. So, how can this popular technology be used to benefit both students and instructors? What are the implications and limitations that need to be considered regarding course access, design, delivery and assessment? In this workshop, you will explore these benefits and challenges to determine ways to effectively integrate mobile apps and tablets into your own courses.

Learning Objectives

  • Identify and discuss benefits and challenges of using tablets and mobile apps for learning.
  • Create a learning plan to integrate tablets/mobile apps into your online course.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Faculty who teach in any modality

Instructional designers

Educational technologists LEARN MORE >

The Mobile Learning Mastery series focuses on the research, teaching and assessment of mobile learning environments. Through a series of workshops, you will explore relevant research to help you design an online course which leverages mobile technology. Through presentations and tutorials, you will begin to master mobile learning designs, tools, teaching and learning methods, and assessment strategies that can improve learning and increase student satisfaction. By engaging in discussions with other online faculty and instructional designers, you will gain insight into the relationship between higher education and mobile learning, and uncover the potential of integrating smartphones and tablets into the learning environment. LEARN MORE >

Group work poses challenges for faculty and students for a number of reasons, including lack of online technology skills, time conflicts, differences in team member participation, as well as logistics such as design and student satisfaction with group work activities. In this workshop you will learn how to address those challenges by participating in a collaborative group work activity. During the activity you will experience effective group work processes and develop a group work activity for use in your teaching.

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a group work activity

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers LEARN MORE >

Student engagement can be one of the most important indicators for a successful class experience. In this workshop, you will explore theories and practices that foster student engagement in your own courses, including the use of multimedia feedback, discussion techniques, and group involvement. You will learn about the barriers to engagement, and how you can best address these challenges, and develop a plan for your course which will lead to greater student involvement and engagement.

Learning Objectives

  • Identify strategies that help overcome obstacles to student engagement
  • Develop a plan to improve student engagement in your online course

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

Flipped learning is a model of teaching in which the more passive learning activities such as watching lectures, happen outside of the classroom, saving more in-person class time for interactive activities. Flipping the classroom is currently one of the most popular trends in education at all levels! In this workshop, you will explore different flipped design models and the educational benefits of the flipped design. You will gain a deeper understanding of how to implement this strategy into your own teaching.

 Learning Objectives

  • Discuss the benefits and challenges of flipped design models
  • Design a flipped learning plan appropriate for your course

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in face-to-face or blended modalities
Instructional designers LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

How accessible is your online course? What steps can you take to make it more accessible? In this 3-day problem solving asynchronous workshop, you will work with your accessibility specialist facilitator and your fellow participants to explore and answer these and other related questions, and evaluate the accessibility of your course materials. Then you will develop an actionable plan for improving the accessibility of your online course.

Learning Objectives

  • Evaluate the accessibility of materials in your online course
  • Develop an action plan to improve the accessibility of your course materials

Format
This workshop is a three day, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

Interactive video content encourages active learning and participation from students. In this workshop, you will explore free online video tools and easy to implement strategies for creating interactive video. The interactive video format enables you to add quizzes, embed resources, and place discussion questions directly into your videos, transforming the learning experience from passive to one that is engaging for students.

Learning Objectives

  • Discuss how interactive video can engage learners and promote active learning
  • Create interactive video content to support your teaching

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists
Librarians LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Description
The Online Science Labs Mastery Series provides an extensive overview of the current state of online laboratory science courses and where they are headed in this rapidly changing environment. Through a series of workshops, you will be introduced to best practices in the design and implementation of virtual science labs in the online classroom, by exploring evidence-based research revealing how the integration of online science labs can improve your students’ experience. You will engage in rich discussions with other participants about methods for designing, preparing, and integrating labs, as well as assessment methods for measuring student performance. Based on the knowledge you gain in this workshop, you will transform your online science lab course into a creative, engaging, and highly motivated learning community that will attract new online learners.

Learning Objectives

  • Describe and discuss the 5E instructional model of science teaching.
  • Synthesize and discuss the science education literature regarding teaching science labs online, including online learning theories and best practices, and the benefits of using educational technology to reach virtual students.
  • Summarize various approaches used by different scientific disciplines to create a rigorous online laboratory course component.
  • Create a course plan that incorporates student-student, student-content, and student-faculty interactions to enhance the online laboratory learning space.
  • Create a formative and summative assessment plan for an online science laboratory.
  • Synthesize theory, knowledge, and skills relative to teaching a science laboratory online.
  • Create and present a capstone project that culminates in the creation of a highly interactive online science lab exercise that incorporates student-student, student-content, and student-faculty learning.

Successful completion of the series results in a Recognition of Mastery in Online Science Labs. LEARN MORE >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved educational outcomes. Through online discussions, student-student and student-content interactions are increased, and both faculty and students can collaborate in the learning process as they explore new perspectives. In this workshop you will learn how to engage learners in effective discussions, explore different strategies and tools that can be utilized in designing effective discussions to improve educational outcomes.

Learning Objectives

  • Identify strategies and tools to improve online discussions.
  • Develop a plan for creating engaging and interesting online discussions in your course.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers
Instructional technologists
Faculty developers
Administrators LEARN MORE >

Converting face-to-face classroom materials for use in an online course can be challenging. Decisions such as what formats to use and when to use synchronous or asynchronous strategies are an important part of course design.  In this workshop, you will develop strategies for migrating content from the face-to-face to the online environment. You will learn to determine when to use asynchronous or synchronous methods, and you will explore tools for easily converting various types of content into web-appropriate formats.

Learning Objectives

  • Identify web-appropriate content formats.
  • Use different conversion strategies based on original content format.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

 Who should attend?
Faculty who are new to the online or blended environment
Junior instructional designers LEARN MORE >

Quality course design is one of the many things that need to be considered in online and blended instructional models. Many institutions and organizations have carried out extensive research and published useful guidelines and rubrics to help ensure the design of quality courses. There are numerous quality frameworks for online courses, online programs and online teaching. This workshop will help you explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore & discuss common quality metrics.
  • Evaluate the quality of your course based on the identified quality metrics and develop an improvement plan.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Online program administrators
Instructional designers LEARN MORE >

Many educators argue that developmental education courses cannot be taught online. However, many higher education practitioners – particularly those at community colleges – have discovered ways of not only delivering developmental education online, but doing so effectively. In this workshop, you will explore considerations for teaching online developmental courses, including sound curriculum design and online pedagogy that promote student engagement and success. Emphasis will be on instructional strategies that address the unique challenges of web-based developmental education courses.

Learning Objectives

  • Discuss best practices in the design of online developmental courses
  • Design a plan for implementing successful instructional strategies into your developmental education courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Community college faculty
Faculty who teach developmental level courses
Instructional designers LEARN MORE >

Copyright infringement lawsuits against colleges and universities are no longer hypothetical – they are reality. Numerous universities around the country have been sued for everything from illegally posting articles and book chapters to e-reserves and learning management systems, to improperly streaming video and digitizing books for the purposes of facilitating research and providing access to patrons with disabilities. In this workshop, you will learn what the courts have said about these lawsuits. Further, you will develop a working familiarity with the “transformative use” doctrine and its growing importance to educational fair use and the continuously expanding collection of “Best Practices in Fair Use.”

Learning Objectives

  • Describe best practices in Fair Use
  • Recognize the legal implications of copyright infringement

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work.

Who should attend?
Faculty members
Instructional designers
Online program administrators
Librarians LEARN MORE >

Screencasting enables you to capture anything on your screen, add an audio narration, and share the resulting presentation with your students. Screencasting tools can help you create course orientations, present mini lectures, provide assignment feedback, and even support students’ technology use. In this workshop, you will look at a variety of web-based, desktop and mobile screencasting tools to find the right one for your teaching and learning needs. You will engage in the process of creating a screencast, including planning, storyboarding, preparing your screen, recording and publishing.

Learning Objectives

  • Discuss educational uses and best practices of screencasts
  • Create a short screencast

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional Designers
Educational technologists
University staff involved in training LEARN MORE >

Description
The OLC Advanced Online Teaching Certificate Program is designed to help educators fine-tune existing distance learning courses and degree programs using the OLC Pillars of Quality in Online Education: learning effectiveness, scale, faculty and student satisfaction, and access.

Learning Objectives
The program will help you to:

  • Include more robust assessment strategies and active learning techniques in your online courses
  • Add multimedia and social media components for student engagement and community building
  • Explore active learning strategies – collaborative learning, problem-based learning and inductive learning
  • Learn assessment techniques for measuring individual and group learning outcomes
  • Stay ahead of the rapidly changing technology challenges and increase your effectiveness in online teaching

Description
The Online Learning Mastery Series focuses on the knowledge and skills to use multimedia technologies confidently and effectively in the design and teaching of online nursing courses. Through a series of workshops, you will explore theories for fostering student engagement through the integration of educational technology. You will explore research and best practices relevant to nurse educators, including how to increase social presence through an understanding of social learning theory. You will integrate your knowledge and skills to transform your online nursing course into a creative, engaging, and motivational community for online learners.

Learning Objectives

  • Synthesize and discuss the nursing literature regarding online learning theories and best practices, and the benefits of using educational technology in online nursing courses
  • Create a multimedia instructional component for your current or future online course
  • Synthesize and explain the influence of educational technology on social presence, satisfaction, and learning
  • Create a course plan that incorporates a social-media enhanced virtual discussion and collaboration space
  • Create and present a final project which incorporates educational technology components based on theory and best practices

Successful completion of the series results in a Recognition of Mastery in Online Nursing. LEARN MORE >

Description
The Blended Learning Mastery Series focuses on the research, teaching and assessment of courses which blend face-to-face and online activities into one course experience. Through a series of workshops, you will explore relevant research to help you design an effective blended learning environment. By engaging in discussions, activities and reflection, you will improve your understanding of how to seamlessly merge online and face-to-face activities into a unified learning experience. You will explore best practices in the structure of learning activities which help your students feel connected to you as the instructor and to each other, as well as methods of assessing their progress and understanding of the course content. You will learn how to plan for and maximize time spent face-to-face, which types of learning activities are best suited to each environment, and gain exposure to tools which will increase feelings of connectedness.

Learning Objectives

  • Analyze research related to blended learning design, student learning and satisfaction, and assessment
  • Develop a blended course design plan with outcomes and objectives
  • Analyze assessment strategies for their suitability for face-to-face or online use
  • Develop an assessment plan for your blended course
  • Analyze teaching methods and learning activities for use in either face-to-face or online settings
  • Develop a teaching unit for your blended course that includes face-to-face and online components

Successful completion of the series results in a Recognition of Mastery in Blended Learning. LEARN MORE >

Whether you are new to online course design and delivery, or a seasoned professional looking to deepen your knowledge on the ins and outs, it is increasingly true that possessing a working familiarity with copyright and fair use is a professional necessity. In this workshop, you will first develop an understanding of the basic framework of the applicable law, and more importantly, will learn how to avoid copyright infringement through the application of the Six Rules for Course Design. You will also get answers to important questions like: Do you know how to use copyright law to protect an idea? How long does copyright last? If a use is educational, does it always quality as fair use? Register to get answers to these questions and more from your content-expert facilitator.

Learning Objectives

  • Describe six rules for course design as they pertain to avoiding copyright infringement
  • Analyze and apply the six rules for course design

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work

Who should attend?
Faculty who teach in any modality
Instructional designers
Online program administrators
Librarians

  LEARN MORE >

Students need instructor guidance to use virtual platforms for academic purposes. Faculty cannot rely on their students’  “so called” digital native status to know how and what to do with technology. Just a few years ago, no one had heard of “backchanneling”, nowadays, it has become mainstream. 

Students’ desire to participate in the backchannel is increased if they have a sense of community within the channel, which is most easily built through social interactions and shared experiences. Learn the role of the backchannel in a collaborative learning environment.

This topic will be of interest to online and blended learning faculty and educators. Participants will learn about student and faculty benefits from backchannels, ways to use backchannels in the classroom and what tools to use for backchanneling in online and blended classroom. LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Online math labs can be used to extend student learning beyond the classroom, enabling them to practice and experiment with the concepts they are learning in class. In this workshop, you will explore various examples of successful online math labs. You will review the research on why this type of learning is helpful for students, and consider how the integration of online math labs can improve your math courses in any modality.

Learning Objectives

  • Identify the qualities of a successful online math lab
  • Develop a plan for integrating online math labs into your course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Math instructors and faculty
K-12 math teachers
Instructional designers LEARN MORE >

Presentations in the online environment need to creatively engage students to help them process and understand content in the absence of a face-to-face faculty member. In this workshop you will discover elements of an effective presentation that support learning, explore a process for creating presentations, and develop skills for preparing presentations for online delivery.  You will have the opportunity to practice easy-to-master graphic and information design principles that will increase the effectiveness of your online presentations.

Learning Objectives:

  • Identify and discuss elements of effective online presentations.
  • Design and develop a presentation incorporating graphic, presentation, and information design best practices.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 Teachers
University administrators
University staff
Instructional designers
Librarians LEARN MORE >

Description
The Social Media for Online Education Mastery Series focuses on the use of social media for teaching and learning in online, blended and web-enhanced courses. Through relevant research and discussions with peers, you will explore applicable learning theories, online identity, participatory culture, and legal issues for engaging, instructing, and supporting online learners through social media. By participating in social media learning experiences, you will develop an online teaching persona, activities for the online classroom, and a course or program integration plan. You will actively engage and collaborate through social media to strengthen teaching presence and social media expertise.

Learning Objectives:

  • Develop online persona and social media presence
  • Evaluate, analyze, and synthesize relevant research and legal issues related to social media in education in order to develop effective methods for the online classroom
  • Explore and evaluate effectiveness of social media tools and learning activities for use in online education
  • Develop learning activities and assessment strategies for the online classroom incorporating social media
  • Identify and explain relevant engagement strategies as they relate to course and program delivery
  • Produce artifacts evidencing ability to support students in social media

Successful completion of the series results in a Recognition of Mastery in Social Media for Online Education. LEARN MORE >

The OLC Quality Scorecard is a tool for online administrators to measure the quantifying elements of quality within online education programs in higher education. In this workshop you will get an overview of the OLC Quality Scorecard, explore how the OLC Quality Scorecard can be implemented in your institution and evaluate your institution based on a few chosen quality indicators from the OLC Quality Scorecard. This introductory workshop provides basic information on the OLC Quality Scorecard for the Administration of Online Programs. This workshop will also highlight the newest version of the scorecard which has 75 indicators organized into 9 categories.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard in your institution
  • Discuss examples of best practices for each quality indicator

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Provosts

Deans

Directors of online programs

Instructional designers LEARN MORE >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create and use rubrics to efficiently and consistently evaluate student work. You will discuss the qualities that make a rubric successful, while exploring best practices for grading and assessing students in the online environment.

Learning Objectives

  • Identify elements and examples of well-designed holistic and analytic rubrics
  • Create a holistic and analytic rubric aligned to specific learning objectives

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty teaching in any modality
Instructional designers LEARN MORE >

The syllabus is one of the most essential elements of any college level online course – however students often overlook the syllabus and therefore miss out on key information about the expectations of your course. In this workshop, you will explore a variety of tools which can be used to design a syllabus that is better organized, more visually interesting, and engaging for your students. By adding a clear navigation structure, multimedia, and interactivity you can grab students’ attention, improve their ability to access the information, and clearly convey your key points.

Learning Objectives

  • Explore a variety of technologies for developing an interactive syllabus
  • Create an interactive syllabus with multimedia elements

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Open educational resources (OER) is a term that was first adopted by UNESCO to describe “digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.” In this workshop you will learn how to locate high-quality, free content that can be used in online teaching and learning. This workshop will also cover a variety of OER issues including quality assurance, licensing, and use.

Learning Objectives

  • Identify and compare open educational resource collections
  • Analyze best practices for using open educational resources

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional designers
Educational technologists
Librarians LEARN MORE >

Online and blended education programs create additional opportunities, challenges and roles for Student Services. How are your students doing in their online and blended courses? What challenges are they facing? As campuses reach out to students through new web interfaces, technologies, and portals, such services also improve access for face-to-face students. This workshop addresses these new roles and provides best practices, sustainable solutions, and transformations made possible through technology for student advising and support.

Learning Objectives

  • Identify research-based best practices to connect with, advise and support students
  • Describe how various technologies and online social media services can be used for advising and support

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Student services staff
Online program administrators LEARN MORE >

According to research, feedback on learning is a key factor for improving the learning outcomes and student satisfaction.  While giving effective feedback can help drive your students towards success in your course and help them to better understand the material, it can also take a lot of time. In this workshop, you will identify different feedback strategies along with effective methods for providing feedback to your students efficiently. Many of the practices explored in this workshop can also help increase student engagement in the class and help with faculty satisfaction and workload management.

Learning Objectives:

  • Identify effective student feedback strategies.
  • Develop methods for providing effective student feedback efficiently in your courses.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

Online collaboration tools enable students to communicate, collaborate, and problem solve despite physical distance. In this workshop, you will explore a variety of collaboration tools including, but not limited to, Google Docs, Skype, and Google Hangouts, to analyze their strengths and weaknesses. You will discuss how these tools can be integrated into your online and blended courses to enhance the student learning experience and engagement.

Learning Objectives:

  • Explore uses and best practices of online collaboration tools
  • Evaluate online collaboration tools of your choice and discuss how they can be incorporated into your course to enhance your teaching

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online and blended courses
Instructional designers
Educational technologists LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Whether you are new to online course design and delivery, or a seasoned professional looking to deepen your knowledge on the ins and outs, it is increasingly true that possessing a working familiarity with copyright and fair use is a professional necessity. In this workshop, you will first develop an understanding of the basic framework of the applicable law, and more importantly, will learn how to avoid copyright infringement through the application of the Six Rules for Course Design. You will also get answers to important questions like: Do you know how to use copyright law to protect an idea? How long does copyright last? If a use is educational, does it always quality as fair use? Register to get answers to these questions and more from your content-expert facilitator.

Learning Objectives

  • Describe six rules for course design as they pertain to avoiding copyright infringement
  • Analyze and apply the six rules for course design

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work

Who should attend?
Faculty who teach in any modality
Instructional designers
Online program administrators
Librarians

  LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

With the vast amount of content available on the Internet, it is imperative that 21st century learners develop information literacy skills to effectively manage the information they encounter. In this workshop, you will explore strategies for helping students to conduct online research and organize the information in a way that is easily retrievable. You will discover how content curation tools can help learners locate, select, and organize digital content into meaningful collections. You will collect practical ideas for incorporating web based curation tools to support student research success.

Learning Objectives:

  • Evaluate models and processes that support student research.
  • Develop a digital curation activity.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who require student research
Faculty who want to understand how to manage their own online content
Instructional designers LEARN MORE >

Quality course design is one of the many things that need to be considered in online and blended instructional models. Many institutions and organizations have carried out extensive research and published useful guidelines and rubrics to help ensure the design of quality courses. There are numerous quality frameworks for online courses, online programs and online teaching. This workshop will help you explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore & discuss common quality metrics.
  • Evaluate the quality of your course based on the identified quality metrics and develop an improvement plan.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Online program administrators
Instructional designers LEARN MORE >

Presentations are an important method for delivering content to students in the online environment. In this workshop, you will explore web-based presentation tools that leverage the 2.0 potential to engage learners, build communities, and promote continuing dialogue. You will explore techniques for making presentations more interactive and meaningful for students, and how their attention in asynchronous environments.

Learning Objectives

  • Test and evaluate various online presentation tools
  • Create a short online presentation

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Faculty teaching in all modalities
University staff who provide training
Instructional designers
Educational technologists LEARN MORE >

Description
The Instructional Design Mastery Series is a series of three workshops focusing on learning outcomes and assessment, instructional strategies, and course management and evaluation of courses that may take place in various learning environments (i.e., web-enhanced, blended, and/or online). Throughout each of the workshops, you will explore common instructional design techniques (based on relevant research) and use such strategies to help you design an effective learning environment.

Learning Objectives

  • Discuss common practices and relevant research regarding learning outcomes and assessment strategies.
  • Develop a course learning outcomes matrix.
  • Review a broad range of instructional strategies.
  • Identify appropriate instructional strategies for effective course delivery.
  • Produce a course analysis and management plan.
  • Design a course evaluation plan that ensures a continuous feedback loop for improvement.

Successful completion of the series results in a Instructional Design. LEARN MORE >

Game environments encourage collaboration, inquiry-based learning, repetition, practice and control. In this workshop, you will use theories and principles from game design to develop learning environments that motivate and engage students in a creative way. By understanding elements of game design theory, you will begin to adopt and incorporate these elements which promote engagement into your online and blended courses. You will explore elements such as role playing, point systems, competition and collaboration.

Learning Objectives

  • Discuss the parallels between game design theory and successful learning environments
  • Design a learning activity which incorporates elements of game design

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty interested in creative approaches to course design
Instructional designers LEARN MORE >

Multimedia can be used to increase social presence in online courses by making a personal connection to the students and engaging them in the learning experience. In this workshop, you will explore and experience a number of easy and practical multimedia tools compatible with all major learning management systems. By the end of the workshop, you will have a multimedia activity you can immediately add to your course, and the experience to create many more.

Learning Objectives

  • Explore various tools for creating multimedia introductions
  • Create a multimedia introduction

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists LEARN MORE >

With the change in format from ground-based courses to online and hybrid courses, different criteria may need to be considered for evaluation of faculty effectiveness. In this workshop, you will focus on designing or refining evaluations used for online faculty, which can consist of student evaluations, peer evaluations, and overall evaluations. You will learn about different models for evaluation, theory, and strategy with a focus on evidence-based methods for effective evaluations.

Learning Objectives

  • Discuss various methodologies for evaluating online faculty
  • Develop a faculty evaluation form aligned with institutional goals

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Program administrators
Academic deans
Directors of online programs LEARN MORE >

Multiple choice quizzes can be an effective way for students to measure their own learning, and for you to evaluate whether students are achieving your stated learning outcomes. In this workshop, you will explore strategies for writing effective multiple choice quizzes which appropriately measure your desired outcomes through careful use of language, layout, and question formation. Through practice and feedback from colleagues, you will develop online quizzes that are effective at assessing higher order thinking skills.

Learning Objectives

  • Identify and discuss strategies for writing quiz questions to promote higher order thinking
  • Develop or revise a set of multiple choice quiz questions that test for higher order thinking

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Screencasting enables you to capture anything on your screen, add an audio narration, and share the resulting presentation with your students. Screencasting tools can help you create course orientations, present mini lectures, provide assignment feedback, and even support students’ technology use. In this workshop, you will look at a variety of web-based, desktop and mobile screencasting tools to find the right one for your teaching and learning needs. You will engage in the process of creating a screencast, including planning, storyboarding, preparing your screen, recording and publishing.

Learning Objectives

  • Discuss educational uses and best practices of screencasts
  • Create a short screencast

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional Designers
Educational technologists
University staff involved in training LEARN MORE >

Geographic Information Systems (GIS) tools help capture, analyze, and present geographical data in a way that allows users to observe and interpret spatial patterns. This type of data analysis and interpretation is critical in almost every discipline, including geosciences, human health, business, history, and STEM fields. Additionally, the critical thinking and problem solving skills developed through the use GIS of can be applied anywhere. This workshop will introduce you to spatial thinking and cognition, with an emphasis on collaborative problem-solving, using powerful yet easy to use dynamic web mapping tools.

Learning Objectives:

  • Explore spatial thinking in a wide variety of disciplines and apply it to your own discipline.
  • Use GIS tools to capture, analyze, and present data from your discipline.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

  • Faculty interested in spatial thinking and the “where” question
  • Instructional designers

GIS image LEARN MORE >

Multimodal course design creates a learning environment which is conducive to various learning styles by delivering the same content in multiple formats. In this workshop, you will explore strategies for developing content in various formats by using visuals, audio and video to engage a diverse set of learners. You will explore the research-based foundation of why this approach to learning design is effective, while reviewing examples from best practices in multimodal content design.

Learning Objectives

  • Discuss considerations for delivering content in multiple formats to reach an audience with diverse learning styles
  • Design a learning activity using a multimodal approach

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Description
The Evaluating and Improving Quality in Online Programs Mastery Series is a series of three workshops focused on the implementation of the OLC Quality Scorecard (QSC) for the administration of online programs. The Quality Scorecard has been meeting a critical need for administrators since its introduction in 2010, at a time when competition for quality in online education is at an all time high. The recently revised Quality Scorecard (Version 2) is an internationally recognized tool to help online administrators evaluate and improve online higher education programs by measuring the quantifying elements of quality within online education programs.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard at your institution
  • Discuss examples of best practices for quality indicators
  • Evaluate your program(s) in each of the nine categories within the Quality Scorecard
  • Provide feedback for program quality at other institutions
  • Identify focus areas for the improvement of your own program(s)
  • Develop an improvement plan based on the Quality Scorecard evaluation process
  • Exchange feedback on program improvement with faculty and administrators from other
    institutions

Successful completion of the series results in a Recognition of Mastery in Evaluating and Improving Online Programs. LEARN MORE >

Digital storytelling combines multiple media formats to create memorable learning experiences that engage both the mind and emotions of the learner. In this workshop, you will explore the elements of an effective digital story, including point-of-view, voice, sound, images and pacing. You will observe examples of digital storytelling in education and discuss what makes them effective learning experiences. Finally, you will look at implementation strategies for adding these stories to your courses.

Learning Objectives

  • Explore effective uses and best practices of digital storytelling in a variety of educational contexts
  • Create and publish a short digital story

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 teachers
Instructional designers
Educational technologists
Librarians LEARN MORE >

While online faculty value the flexibility of online teaching, the reality of the 24/7 classroom can be daunting in terms of faculty workload and faculty burnout. In this workshop, you will explore research-based strategies to assist faculty in managing their time more effectively and reducing the risk of burnout. You will review practical workload management tips and tools for both new and veteran faculty. Finally, you will develop a workload management plan that will help improve the online faculty experience.

Learning Objectives

  • Describe strategies for managing administrative and teaching workload
  • Develop a workload management plan for yourself or your faculty

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online
Deans and program chairs LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Group work poses challenges for faculty and students for a number of reasons, including lack of online technology skills, time conflicts, differences in team member participation, as well as logistics such as design and student satisfaction with group work activities. In this workshop you will learn how to address those challenges by participating in a collaborative group work activity. During the activity you will experience effective group work processes and develop a group work activity for use in your teaching.

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a group work activity

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers LEARN MORE >

An important component of successful online teaching is developing efficient assessment strategies and methods. In this workshop you will explore formative and summative assessment techniques used in online education and develop assessment strategies suitable for your online course. You will create a plan to help align learning objectives and activities with assessments. You will explore the differences between summative and formative assessments, and discuss strategies for implementing them. Integrating multiple forms of assessment allows students more opportunities to evaluate their performance.

Learning Objectives

  • Identify formative and summative assessment strategies used in online education
  • Develop assessment strategies for your online courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums and submitting assignments. Total length of time to completion: 7 days

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

Description
The OLC Advanced Online Teaching Certificate Program is designed to help educators fine-tune existing distance learning courses and degree programs using the OLC Pillars of Quality in Online Education: learning effectiveness, scale, faculty and student satisfaction, and access.

Learning Objectives
The program will help you to:

  • Include more robust assessment strategies and active learning techniques in your online courses
  • Add multimedia and social media components for student engagement and community building
  • Explore active learning strategies – collaborative learning, problem-based learning and inductive learning
  • Learn assessment techniques for measuring individual and group learning outcomes
  • Stay ahead of the rapidly changing technology challenges and increase your effectiveness in online teaching

The Mobile Learning Mastery series focuses on the research, teaching and assessment of mobile learning environments. Through a series of workshops, you will explore relevant research to help you design an online course which leverages mobile technology. Through presentations and tutorials, you will begin to master mobile learning designs, tools, teaching and learning methods, and assessment strategies that can improve learning and increase student satisfaction. By engaging in discussions with other online faculty and instructional designers, you will gain insight into the relationship between higher education and mobile learning, and uncover the potential of integrating smartphones and tablets into the learning environment. LEARN MORE >

Student engagement can be one of the most important indicators for a successful class experience. In this workshop, you will explore theories and practices that foster student engagement in your own courses, including the use of multimedia feedback, discussion techniques, and group involvement. You will learn about the barriers to engagement, and how you can best address these challenges, and develop a plan for your course which will lead to greater student involvement and engagement.

Learning Objectives

  • Identify strategies that help overcome obstacles to student engagement
  • Develop a plan to improve student engagement in your online course

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

ePortfolios provide a learner-centered environment conducive to reflective and evidence-based learning, and are considered the center of a student’s personal learning environment. In this workshop, you will explore how ePortfolios enhance deep learning, view examples of well-designed and effective ePortfolios, and reflect on the role that ePortfolios could play in your online courses and programs.

Learning Objectives

  • Discuss how ePortfolios can support reflective and evidence-based learning
  • Assess ePortfolios using rubrics

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Infographics use data and graphic design to tell stories, teach concepts, and present information. Online activities integrating visual data can develop content literacy and analytic thinking. In this workshop you will learn how to locate, evaluate, and integrate infographics into your teaching, as well as explore the possibilities for creating infographics with your data. You will review the research behind what makes infographics so compelling, and why they are effective cognitive tools for communicating information and data.

Learning Objectives

  • Identify and discus ways that educators can use infographics to improve student learning
  • Create an infographic for use in an online course
    OR
  • Design an activity integrating an infographic for use in an online course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers
Educational technologists
University staff involved in training LEARN MORE >

Copyright infringement lawsuits against colleges and universities are no longer hypothetical – they are reality. Numerous universities around the country have been sued for everything from illegally posting articles and book chapters to e-reserves and learning management systems, to improperly streaming video and digitizing books for the purposes of facilitating research and providing access to patrons with disabilities. In this workshop, you will learn what the courts have said about these lawsuits. Further, you will develop a working familiarity with the “transformative use” doctrine and its growing importance to educational fair use and the continuously expanding collection of “Best Practices in Fair Use.”

Learning Objectives

  • Describe best practices in Fair Use
  • Recognize the legal implications of copyright infringement

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work.

Who should attend?
Faculty members
Instructional designers
Online program administrators
Librarians LEARN MORE >

How accessible is your online course? What steps can you take to make it more accessible? In this 3-day problem solving asynchronous workshop, you will work with your accessibility specialist facilitator and your fellow participants to explore and answer these and other related questions, and evaluate the accessibility of your course materials. Then you will develop an actionable plan for improving the accessibility of your online course.

Learning Objectives

  • Evaluate the accessibility of materials in your online course
  • Develop an action plan to improve the accessibility of your course materials

Format
This workshop is a three day, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

Interactive video content encourages active learning and participation from students. In this workshop, you will explore free online video tools and easy to implement strategies for creating interactive video. The interactive video format enables you to add quizzes, embed resources, and place discussion questions directly into your videos, transforming the learning experience from passive to one that is engaging for students.

Learning Objectives

  • Discuss how interactive video can engage learners and promote active learning
  • Create interactive video content to support your teaching

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists
Librarians LEARN MORE >

Faculty satisfaction and motivation are key factors in determining the success of an online program. In this workshop, you will examine research on intrinsic and extrinsic motivating factors and inhibitors for online faculty, and develop strategies to increase faculty motivation and engagement in your institution. You will learn from the experience and practices of others, and walk away with an action plan to motivate your online faculty.

Learning Objectives

  • Identify motivators for online faculty
  • Develop an action plan to help motivate online faculty

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Deans and program chairs
Department heads
Online program administrators LEARN MORE >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved educational outcomes. Through online discussions, student-student and student-content interactions are increased, and both faculty and students can collaborate in the learning process as they explore new perspectives. In this workshop you will learn how to engage learners in effective discussions, explore different strategies and tools that can be utilized in designing effective discussions to improve educational outcomes.

Learning Objectives

  • Identify strategies and tools to improve online discussions.
  • Develop a plan for creating engaging and interesting online discussions in your course.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers
Instructional technologists
Faculty developers
Administrators LEARN MORE >

The OLC Quality Scorecard is a tool for online administrators to measure the quantifying elements of quality within online education programs in higher education. In this workshop you will get an overview of the OLC Quality Scorecard, explore how the OLC Quality Scorecard can be implemented in your institution and evaluate your institution based on a few chosen quality indicators from the OLC Quality Scorecard. This introductory workshop provides basic information on the OLC Quality Scorecard for the Administration of Online Programs. This workshop will also highlight the newest version of the scorecard which has 75 indicators organized into 9 categories.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard in your institution
  • Discuss examples of best practices for each quality indicator

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Provosts

Deans

Directors of online programs

Instructional designers LEARN MORE >

Converting face-to-face classroom materials for use in an online course can be challenging. Decisions such as what formats to use and when to use synchronous or asynchronous strategies are an important part of course design.  In this workshop, you will develop strategies for migrating content from the face-to-face to the online environment. You will learn to determine when to use asynchronous or synchronous methods, and you will explore tools for easily converting various types of content into web-appropriate formats.

Learning Objectives

  • Identify web-appropriate content formats.
  • Use different conversion strategies based on original content format.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

 Who should attend?
Faculty who are new to the online or blended environment
Junior instructional designers LEARN MORE >

Competency based education measures student achievement of stated outcomes, rather than time spent on specific learning activities. In this workshop, you will explore the elements of competency based education to better understand how you can structure self-paced, learner focused, outcomes driven learning environments which measure student achievement through the collection of learning artifacts. You will develop an understanding of how to define competencies and how to set up ways for students to then demonstrate their ability to meet those competencies.

Learning Objectives

  • Discuss best practices in competency-based education
  • Design a competency-based learning activity for your online course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in all modalities
Instructional designers LEARN MORE >

Description
The Leadership in Online Learning Mastery Series focuses on organizational structure, policy and common funding models related to distance learning programming at the institutional level. Through a series of workshops, you will explore topics relevant to online administrators, using evidence based research into best practices to help you establish and stabilize strategic, manageable growth of distance learning initiatives within your institution while maintaining a competitive edge. You will analyze various models employed by successful institutions to determine which model is best suited to the needs of your institution. Along with other university administrators, you will share ideas about emerging issues in online education, including standards for credit hours, state authorization requirements, security, and intellectual property. Finally, you will align your institution’s mission, goals, and values with a plan for implementing successful online learning programs, with consideration for budgeting and finance.

Learning Objectives

  • Analyze models for successful characteristics applicable to all institutions
  • Develop an institutional plan formulated on models suited to your instruction
  • Describe strategic questions surrounding educational policy as they relate to your institution
  • Evaluate tools and resources to track policy changes
  • Describe best practices in online budgets and investments
  • Develop a realistic plan for financial success in online and blended programming

Successful completion of the series results in a Recognition of Mastery in Leadership in Online Learning. LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Description
The Blended Learning Mastery Series focuses on the research, teaching and assessment of courses which blend face-to-face and online activities into one course experience. Through a series of workshops, you will explore relevant research to help you design an effective blended learning environment. By engaging in discussions, activities and reflection, you will improve your understanding of how to seamlessly merge online and face-to-face activities into a unified learning experience. You will explore best practices in the structure of learning activities which help your students feel connected to you as the instructor and to each other, as well as methods of assessing their progress and understanding of the course content. You will learn how to plan for and maximize time spent face-to-face, which types of learning activities are best suited to each environment, and gain exposure to tools which will increase feelings of connectedness.

Learning Objectives

  • Analyze research related to blended learning design, student learning and satisfaction, and assessment
  • Develop a blended course design plan with outcomes and objectives
  • Analyze assessment strategies for their suitability for face-to-face or online use
  • Develop an assessment plan for your blended course
  • Analyze teaching methods and learning activities for use in either face-to-face or online settings
  • Develop a teaching unit for your blended course that includes face-to-face and online components

Successful completion of the series results in a Recognition of Mastery in Blended Learning. LEARN MORE >

Flipped learning is a model of teaching in which the more passive learning activities such as watching lectures, happen outside of the classroom, saving more in-person class time for interactive activities. Flipping the classroom is currently one of the most popular trends in education at all levels! In this workshop, you will explore different flipped design models and the educational benefits of the flipped design. You will gain a deeper understanding of how to implement this strategy into your own teaching.

 Learning Objectives

  • Discuss the benefits and challenges of flipped design models
  • Design a flipped learning plan appropriate for your course

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in face-to-face or blended modalities
Instructional designers LEARN MORE >

One of the biggest challenges in online education today is the high rate of students who do not continue with their programs to completion. In this workshop, you will explore factors impacting retention and possible solutions for overcoming those challenges at your institution. You will review research-based strategies for increasing the retention rates of online students, improving satisfaction and increasing success. You will evaluate best practices with evidence from other institutions to create a plan that will help you to retain students in your classes and throughout your programs.

Learning Objectives

  • Identify the most significant challenges to retention of online students
  • Discuss and develop solutions for retaining online students

Format
This is an asynchronous, week-long workshop which will begin on Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Online program staff and administrators
Online faculty LEARN MORE >

Audio and video provides faculty and students with unique opportunities to present information, communicate, and provide content and logistics support in online and blended classes. Additionally, according to research, the use of audio and video can foster a sense of presence, increase engagement, and improve learning outcomes. In this workshop, you’ll learn how to effectively create and use audio and video for your courses using various free tools.

Learning Objectives:

  • Test and evaluate various web-based audio and video tools.
  • Create audio or video content for your online course applying educationally effective strategies

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

New online faculty LEARN MORE >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create and use rubrics to efficiently and consistently evaluate student work. You will discuss the qualities that make a rubric successful, while exploring best practices for grading and assessing students in the online environment.

Learning Objectives

  • Identify elements and examples of well-designed holistic and analytic rubrics
  • Create a holistic and analytic rubric aligned to specific learning objectives

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty teaching in any modality
Instructional designers LEARN MORE >

The syllabus is one of the most essential elements of any college level online course – however students often overlook the syllabus and therefore miss out on key information about the expectations of your course. In this workshop, you will explore a variety of tools which can be used to design a syllabus that is better organized, more visually interesting, and engaging for your students. By adding a clear navigation structure, multimedia, and interactivity you can grab students’ attention, improve their ability to access the information, and clearly convey your key points.

Learning Objectives

  • Explore a variety of technologies for developing an interactive syllabus
  • Create an interactive syllabus with multimedia elements

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Open educational resources (OER) is a term that was first adopted by UNESCO to describe “digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.” In this workshop you will learn how to locate high-quality, free content that can be used in online teaching and learning. This workshop will also cover a variety of OER issues including quality assurance, licensing, and use.

Learning Objectives

  • Identify and compare open educational resource collections
  • Analyze best practices for using open educational resources

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional designers
Educational technologists
Librarians LEARN MORE >

Adjunct and non-tenured faculty play a pivotal role in the success of online programs. Whether they are industry specialists, retired academics, freelancers or scholars, an institutions’ ability to effectively orient and engage part-time faculty in the institutional culture is even more important online. In this workshop, you will explore strategies for providing effective support for these faculty, including training, faculty development, and recognition for quality work. You will learn how to develop effective faculty support strategies for their own programs and institutions.

Learning Objectives:

  • Identify research-based practices for retaining quality adjunct faculty
  • Develop a support plan for online adjunct/part-time/non-tenured faculty.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Online program administrators and staff

University administrators

Faculty development specialists LEARN MORE >

Description
The Online Learning Mastery Series focuses on the knowledge and skills to use multimedia technologies confidently and effectively in the design and teaching of online nursing courses. Through a series of workshops, you will explore theories for fostering student engagement through the integration of educational technology. You will explore research and best practices relevant to nurse educators, including how to increase social presence through an understanding of social learning theory. You will integrate your knowledge and skills to transform your online nursing course into a creative, engaging, and motivational community for online learners.

Learning Objectives

  • Synthesize and discuss the nursing literature regarding online learning theories and best practices, and the benefits of using educational technology in online nursing courses
  • Create a multimedia instructional component for your current or future online course
  • Synthesize and explain the influence of educational technology on social presence, satisfaction, and learning
  • Create a course plan that incorporates a social-media enhanced virtual discussion and collaboration space
  • Create and present a final project which incorporates educational technology components based on theory and best practices

Successful completion of the series results in a Recognition of Mastery in Online Nursing. LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Students who are new to the online environment can face many challenges as they enter the digital learning space. In this workshop, you will explore strategies for developing a coherent and structured environment to help your new online students achieve success and satisfaction. You will review research and established standards to identify and explore best practices and strategies to support online learners. You will construct a student support plan that integrates those strategies within the constraints of your own institution.

Learning Objectives

  • Identify and explore best practices and strategies to support new online learners.
  • Create a plan to support new online learners in your courses

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

 Who should attend?

Online faculty

Online program staff and administrators

Student services staff LEARN MORE >

Combined with educational apps, tablets have become powerful educational tools. Based on recent surveys, mobile apps are the fastest growing dimension of the mobile space in higher education right now, with impacts on virtually every aspect of informal life, and increasingly, every discipline in the university. So, how can this popular technology be used to benefit both students and instructors? What are the implications and limitations that need to be considered regarding course access, design, delivery and assessment? In this workshop, you will explore these benefits and challenges to determine ways to effectively integrate mobile apps and tablets into your own courses.

Learning Objectives

  • Identify and discuss benefits and challenges of using tablets and mobile apps for learning.
  • Create a learning plan to integrate tablets/mobile apps into your online course.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Faculty who teach in any modality

Instructional designers

Educational technologists

 

 

  LEARN MORE >

According to research, feedback on learning is a key factor for improving the learning outcomes and student satisfaction.  While giving effective feedback can help drive your students towards success in your course and help them to better understand the material, it can also take a lot of time. In this workshop, you will identify different feedback strategies along with effective methods for providing feedback to your students efficiently. Many of the practices explored in this workshop can also help increase student engagement in the class and help with faculty satisfaction and workload management.

Learning Objectives:

  • Identify effective student feedback strategies.
  • Develop methods for providing effective student feedback efficiently in your courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Description

The Online Science Labs Mastery Series provides an extensive overview of the current state of online laboratory science courses and where they are headed in this rapidly changing environment. Through a series of workshops, you will be introduced to best practices in the design and implementation of virtual science labs in the online classroom, by exploring evidence-based research revealing how the integration of online science labs can improve your students’ experience. You will engage in rich discussions with other participants about methods for designing, preparing, and integrating labs, as well as assessment methods for measuring student performance. Based on the knowledge you gain in this workshop, you will transform your online science lab course into a creative, engaging, and highly motivated learning community that will attract new online learners.

Learning Objectives

  • Describe and discuss the 5E instructional model of science teaching.
  • Synthesize and discuss the science education literature regarding teaching science labs online, including online learning theories and best practices, and the benefits of using educational technology to reach virtual students.
  • Summarize various approaches used by different scientific disciplines to create a rigorous online laboratory course component.
  • Create a course plan that incorporates student-student, student-content, and student-faculty interactions to enhance the online laboratory learning space.
  • Create a formative and summative assessment plan for an online science laboratory.
  • Synthesize theory, knowledge, and skills relative to teaching a science laboratory online.
  • Create and present a capstone project that culminates in the creation of a highly interactive online science lab exercise that incorporates student-student, student-content, and student-faculty learning.

Successful completion of the series results in a Recognition of Mastery in Online Science Labs. LEARN MORE >

Presentations in the online environment need to creatively engage students to help them process and understand content in the absence of a face-to-face faculty member. In this workshop you will discover elements of an effective presentation that support learning, explore a process for creating presentations, and develop skills for preparing presentations for online delivery.  You will have the opportunity to practice easy-to-master graphic and information design principles that will increase the effectiveness of your online presentations.

Learning Objectives:

  • Identify and discuss elements of effective online presentations.
  • Design and develop a presentation incorporating graphic, presentation, and information design best practices.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 Teachers
University administrators
University staff
Instructional designers
Librarians LEARN MORE >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but also can be used for teaching and assessment. In this workshop you will explore some of the many ways you can use concept maps in various phases of the teaching and learning cycle.

Learning Objectives

  • Identify relevant research based strategies and explore learning activities that utilize concept mapping in online education
  • Develop an activity for your online course integrating concept mapping

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Presentations are an important method for delivering content to students in the online environment. In this workshop, you will explore web-based presentation tools that leverage the 2.0 potential to engage learners, build communities, and promote continuing dialogue. You will explore techniques for making presentations more interactive and meaningful for students, and how their attention in asynchronous environments.

Learning Objectives

  • Test and evaluate various online presentation tools
  • Create a short online presentation

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Faculty teaching in all modalities
University staff who provide training
Instructional designers
Educational technologists LEARN MORE >

Digital storytelling combines multiple media formats to create memorable learning experiences that engage both the mind and emotions of the learner. In this workshop, you will explore the elements of an effective digital story, including point-of-view, voice, sound, images and pacing. You will observe examples of digital storytelling in education and discuss what makes them effective learning experiences. Finally, you will look at implementation strategies for adding these stories to your courses.

Learning Objectives

  • Explore effective uses and best practices of digital storytelling in a variety of educational contexts
  • Create and publish a short digital story

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 teachers
Instructional designers
Educational technologists
Librarians LEARN MORE >

Whether you are new to online course design and delivery, or a seasoned professional looking to deepen your knowledge on the ins and outs, it is increasingly true that possessing a working familiarity with copyright and fair use is a professional necessity. In this workshop, you will first develop an understanding of the basic framework of the applicable law, and more importantly, will learn how to avoid copyright infringement through the application of the Six Rules for Course Design. You will also get answers to important questions like: Do you know how to use copyright law to protect an idea? How long does copyright last? If a use is educational, does it always quality as fair use? Register to get answers to these questions and more from your content-expert facilitator.

Learning Objectives

  • Describe six rules for course design as they pertain to avoiding copyright infringement
  • Analyze and apply the six rules for course design

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work

Who should attend?
Faculty who teach in any modality
Instructional designers
Online program administrators
Librarians

  LEARN MORE >

Multimedia can be used to increase social presence in online courses by making a personal connection to the students and engaging them in the learning experience. In this workshop, you will explore and experience a number of easy and practical multimedia tools compatible with all major learning management systems. By the end of the workshop, you will have a multimedia activity you can immediately add to your course, and the experience to create many more.

Learning Objectives

  • Explore various tools for creating multimedia introductions
  • Create a multimedia introduction

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists LEARN MORE >

Online math labs can be used to extend student learning beyond the classroom, enabling them to practice and experiment with the concepts they are learning in class. In this workshop, you will explore various examples of successful online math labs. You will review the research on why this type of learning is helpful for students, and consider how the integration of online math labs can improve your math courses in any modality.

Learning Objectives

  • Identify the qualities of a successful online math lab
  • Develop a plan for integrating online math labs into your course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Math instructors and faculty
K-12 math teachers
Instructional designers LEARN MORE >

While online faculty value the flexibility of online teaching, the reality of the 24/7 classroom can be daunting in terms of faculty workload and faculty burnout. In this workshop, you will explore research-based strategies to assist faculty in managing their time more effectively and reducing the risk of burnout. You will review practical workload management tips and tools for both new and veteran faculty. Finally, you will develop a workload management plan that will help improve the online faculty experience.

Learning Objectives

  • Describe strategies for managing administrative and teaching workload
  • Develop a workload management plan for yourself or your faculty

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online
Deans and program chairs LEARN MORE >

Description
The Evaluating and Improving Quality in Online Programs Mastery Series is a series of three workshops focused on the implementation of the OLC Quality Scorecard (QSC) for the administration of online programs. The Quality Scorecard has been meeting a critical need for administrators since its introduction in 2010, at a time when competition for quality in online education is at an all time high. The recently revised Quality Scorecard (Version 2) is an internationally recognized tool to help online administrators evaluate and improve online higher education programs by measuring the quantifying elements of quality within online education programs.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard at your institution
  • Discuss examples of best practices for quality indicators
  • Evaluate your program(s) in each of the nine categories within the Quality Scorecard
  • Provide feedback for program quality at other institutions
  • Identify focus areas for the improvement of your own program(s)
  • Develop an improvement plan based on the Quality Scorecard evaluation process
  • Exchange feedback on program improvement with faculty and administrators from other
    institutions

Successful completion of the series results in a Recognition of Mastery in Evaluating and Improving Online Programs. LEARN MORE >

Description
The Social Media for Online Education Mastery Series focuses on the use of social media for teaching and learning in online, blended and web-enhanced courses. Through relevant research and discussions with peers, you will explore applicable learning theories, online identity, participatory culture, and legal issues for engaging, instructing, and supporting online learners through social media. By participating in social media learning experiences, you will develop an online teaching persona, activities for the online classroom, and a course or program integration plan. You will actively engage and collaborate through social media to strengthen teaching presence and social media expertise.

Learning Objectives:

  • Develop online persona and social media presence
  • Evaluate, analyze, and synthesize relevant research and legal issues related to social media in education in order to develop effective methods for the online classroom
  • Explore and evaluate effectiveness of social media tools and learning activities for use in online education
  • Develop learning activities and assessment strategies for the online classroom incorporating social media
  • Identify and explain relevant engagement strategies as they relate to course and program delivery
  • Produce artifacts evidencing ability to support students in social media

 Successful completion of the series results in a Recognition of Mastery in Social Media for Online Education. LEARN MORE >

An important component of successful online teaching is developing efficient assessment strategies and methods. In this workshop you will explore formative and summative assessment techniques used in online education and develop assessment strategies suitable for your online course. You will create a plan to help align learning objectives and activities with assessments. You will explore the differences between summative and formative assessments, and discuss strategies for implementing them. Integrating multiple forms of assessment allows students more opportunities to evaluate their performance.

Learning Objectives

  • Identify formative and summative assessment strategies used in online education
  • Develop assessment strategies for your online courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums and submitting assignments. Total length of time to completion: 7 days

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

The OLC Quality Scorecard is a tool for online administrators to measure the quantifying elements of quality within online education programs in higher education. In this workshop you will get an overview of the OLC Quality Scorecard, explore how the OLC Quality Scorecard can be implemented in your institution and evaluate your institution based on a few chosen quality indicators from the OLC Quality Scorecard. This introductory workshop provides basic information on the OLC Quality Scorecard for the Administration of Online Programs. This workshop will also highlight the newest version of the scorecard which has 75 indicators organized into 9 categories.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard in your institution
  • Discuss examples of best practices for each quality indicator

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Provosts

Deans

Directors of online programs

Instructional designers LEARN MORE >

Faculty satisfaction and motivation are key factors in determining the success of an online program. In this workshop, you will examine research on intrinsic and extrinsic motivating factors and inhibitors for online faculty, and develop strategies to increase faculty motivation and engagement in your institution. You will learn from the experience and practices of others, and walk away with an action plan to motivate your online faculty.

Learning Objectives

  • Identify motivators for online faculty
  • Develop an action plan to help motivate online faculty

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Deans and program chairs
Department heads
Online program administrators LEARN MORE >

Many educators argue that developmental education courses cannot be taught online. However, many higher education practitioners – particularly those at community colleges – have discovered ways of not only delivering developmental education online, but doing so effectively. In this workshop, you will explore considerations for teaching online developmental courses, including sound curriculum design and online pedagogy that promote student engagement and success. Emphasis will be on instructional strategies that address the unique challenges of web-based developmental education courses.

Learning Objectives

  • Discuss best practices in the design of online developmental courses
  • Design a plan for implementing successful instructional strategies into your developmental education courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Community college faculty
Faculty who teach developmental level courses
Instructional designers LEARN MORE >

Track: Online Learners
Delivery Mode: Asynchronous Workshop

Geographic Information Systems (GIS) tools help capture, analyze, and present geographical data in a way that allows users to observe and interpret spatial patterns. This type of data analysis and interpretation is critical in almost every discipline, including geosciences, human health, business, history, and STEM fields. Additionally, the critical thinking and problem solving skills developed through the use GIS of can be applied anywhere. This workshop will introduce you to spatial thinking and cognition, with an emphasis on collaborative problem-solving, using powerful yet easy to use dynamic web mapping tools.

Learning Objectives:

  • Explore spatial thinking in a wide variety of disciplines and apply it to your own discipline.
  • Use GIS tools to capture, analyze, and present data from your discipline.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

  • Faculty interested in spatial thinking and the “where” question
  • Instructional designers

GIS image

Online and blended education programs create additional opportunities, challenges and roles for Student Services. How are your students doing in their online and blended courses? What challenges are they facing? As campuses reach out to students through new web interfaces, technologies, and portals, such services also improve access for face-to-face students. This workshop addresses these new roles and provides best practices, sustainable solutions, and transformations made possible through technology for student advising and support.

 Learning Objectives

  • Identify research-based best practices to connect with, advise and support students
  • Describe how various technologies and online social media services can be used for advising and support

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

 Who should attend?
Student services staff
Online program administrators LEARN MORE >

Quality course design is one of the many things that need to be considered in online and blended instructional models. Many institutions and organizations have carried out extensive research and published useful guidelines and rubrics to help ensure the design of quality courses. There are numerous quality frameworks for online courses, online programs and online teaching. This workshop will help you explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore & discuss common quality metrics.
  • Evaluate the quality of your course based on the identified quality metrics and develop an improvement plan.

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Online program administrators
Instructional designers LEARN MORE >

Description
The Instructional Design Mastery Series is a series of three workshops focusing on learning outcomes and assessment, instructional strategies, and course management and evaluation of courses that may take place in various learning environments (i.e., web-enhanced, blended, and/or online). Throughout each of the workshops, you will explore common instructional design techniques (based on relevant research) and use such strategies to help you design an effective learning environment.

Learning Objectives

  • Discuss common practices and relevant research regarding learning outcomes and assessment strategies.
  • Develop a course learning outcomes matrix.
  • Review a broad range of instructional strategies.
  • Identify appropriate instructional strategies for effective course delivery.
  • Produce a course analysis and management plan.
  • Design a course evaluation plan that ensures a continuous feedback loop for improvement.

Successful completion of the series results in a Instructional Design. LEARN MORE >

Student engagement can be one of the most important indicators for a successful class experience. In this workshop, you will explore theories and practices that foster student engagement in your own courses, including the use of multimedia feedback, discussion techniques, and group involvement. You will learn about the barriers to engagement, and how you can best address these challenges, and develop a plan for your course which will lead to greater student involvement and engagement.

Learning Objectives

  • Identify strategies that help overcome obstacles to student engagement
  • Develop a plan to improve student engagement in your online course

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

Interactive video content encourages active learning and participation from students. In this workshop, you will explore free online video tools and easy to implement strategies for creating interactive video. The interactive video format enables you to add quizzes, embed resources, and place discussion questions directly into your videos, transforming the learning experience from passive to one that is engaging for students.

Learning Objectives

  • Discuss how interactive video can engage learners and promote active learning
  • Create interactive video content to support your teaching

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers
Educational technologists
Librarians LEARN MORE >

With the change in format from ground-based courses to online and hybrid courses, different criteria may need to be considered for evaluation of faculty effectiveness. In this workshop, you will focus on designing or refining evaluations used for online faculty, which can consist of student evaluations, peer evaluations, and overall evaluations. You will learn about different models for evaluation, theory, and strategy with a focus on evidence-based methods for effective evaluations.

Learning Objectives

  • Discuss various methodologies for evaluating online faculty
  • Develop a faculty evaluation form aligned with institutional goals

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Program administrators
Academic deans
Directors of online programs LEARN MORE >

Description
The OLC Advanced Online Teaching Certificate Program is designed to help educators fine-tune existing distance learning courses and degree programs using the OLC Pillars of Quality in Online Education: learning effectiveness, scale, faculty and student satisfaction, and access.

Learning Objectives
The program will help you to:

  • Include more robust assessment strategies and active learning techniques in your online courses
  • Add multimedia and social media components for student engagement and community building
  • Explore active learning strategies – collaborative learning, problem-based learning and inductive learning
  • Learn assessment techniques for measuring individual and group learning outcomes
  • Stay ahead of the rapidly changing technology challenges and increase your effectiveness in online teaching

Whether you are new to online course design and delivery, or a seasoned professional looking to deepen your knowledge on the ins and outs, it is increasingly true that possessing a working familiarity with copyright and fair use is a professional necessity. In this workshop, you will first develop an understanding of the basic framework of the applicable law, and more importantly, will learn how to avoid copyright infringement through the application of the Six Rules for Course Design. You will also get answers to important questions like: Do you know how to use copyright law to protect an idea? How long does copyright last? If a use is educational, does it always quality as fair use? Register to get answers to these questions and more from your content-expert facilitator.

Learning Objectives

  • Describe six rules for course design as they pertain to avoiding copyright infringement
  • Analyze and apply the six rules for course design

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work

Who should attend?
Faculty who teach in any modality
Instructional designers
Online program administrators
Librarians

  LEARN MORE >

Screencasting enables you to capture anything on your screen, add an audio narration, and share the resulting presentation with your students. Screencasting tools can help you create course orientations, present mini lectures, provide assignment feedback, and even support students’ technology use. In this workshop, you will look at a variety of web-based, desktop and mobile screencasting tools to find the right one for your teaching and learning needs. You will engage in the process of creating a screencast, including planning, storyboarding, preparing your screen, recording and publishing.

Learning Objectives

  • Discuss educational uses and best practices of screencasts
  • Create a short screencast

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional Designers
Educational technologists
University staff involved in training LEARN MORE >

How accessible is your online course? What steps can you take to make it more accessible? In this 3-day problem solving asynchronous workshop, you will work with your accessibility specialist facilitator and your fellow participants to explore and answer these and other related questions, and evaluate the accessibility of your course materials. Then you will develop an actionable plan for improving the accessibility of your online course.

Learning Objectives

  • Evaluate the accessibility of materials in your online course
  • Develop an action plan to improve the accessibility of your course materials

Format
This workshop is a three day, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

The Mobile Learning Mastery series focuses on the research, teaching and assessment of mobile learning environments. Through a series of workshops, you will explore relevant research to help you design an online course which leverages mobile technology. Through presentations and tutorials, you will begin to master mobile learning designs, tools, teaching and learning methods, and assessment strategies that can improve learning and increase student satisfaction. By engaging in discussions with other online faculty and instructional designers, you will gain insight into the relationship between higher education and mobile learning, and uncover the potential of integrating smartphones and tablets into the learning environment. LEARN MORE >

Game environments encourage collaboration, inquiry-based learning, repetition, practice and control. In this workshop, you will use theories and principles from game design to develop learning environments that motivate and engage students in a creative way. By understanding elements of game design theory, you will begin to adopt and incorporate these elements which promote engagement into your online and blended courses. You will explore elements such as role playing, point systems, competition and collaboration.

Learning Objectives

  • Discuss the parallels between game design theory and successful learning environments
  • Design a learning activity which incorporates elements of game design

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty interested in creative approaches to course design
Instructional designers LEARN MORE >

Converting face-to-face classroom materials for use in an online course can be challenging. Decisions such as what formats to use and when to use synchronous or asynchronous strategies are an important part of course design.  In this workshop, you will develop strategies for migrating content from the face-to-face to the online environment. You will learn to determine when to use asynchronous or synchronous methods, and you will explore tools for easily converting various types of content into web-appropriate formats.

Learning Objectives

  • Identify web-appropriate content formats.
  • Use different conversion strategies based on original content format.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

 Who should attend?
Faculty who are new to the online or blended environment
Junior instructional designers LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved educational outcomes. Through online discussions, student-student and student-content interactions are increased, and both faculty and students can collaborate in the learning process as they explore new perspectives. In this workshop you will learn how to engage learners in effective discussions, explore different strategies and tools that can be utilized in designing effective discussions to improve educational outcomes.

Learning Objectives

  • Identify strategies and tools to improve online discussions.
  • Develop a plan for engaging interesting online discussions in your course.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers
Instructional technologists
Faculty developers
Administrators LEARN MORE >

Multimodal course design creates a learning environment which is conducive to various learning styles by delivering the same content in multiple formats. In this workshop, you will explore strategies for developing content in various formats by using visuals, audio and video to engage a diverse set of learners. You will explore the research-based foundation of why this approach to learning design is effective, while reviewing examples from best practices in multimodal content design.

Learning Objectives

  • Discuss considerations for delivering content in multiple formats to reach an audience with diverse learning styles
  • Design a learning activity using a multimodal approach

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Competency based education measures student achievement of stated outcomes, rather than time spent on specific learning activities. In this workshop, you will explore the elements of competency based education to better understand how you can structure self-paced, learner focused, outcomes driven learning environments which measure student achievement through the collection of learning artifacts. You will develop an understanding of how to define competencies and how to set up ways for students to then demonstrate their ability to meet those competencies.

Learning Objectives

  • Discuss best practices in competency-based education
  • Design a competency-based learning activity for your online course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in all modalities
Instructional designers LEARN MORE >

Audio and video provides faculty and students with unique opportunities to present information, communicate, and provide content and logistics support in online and blended classes. Additionally, according to research, the use of audio and video can foster a sense of presence, increase engagement, and improve learning outcomes. In this workshop, you’ll learn how to effectively create and use audio and video for your courses using various free tools.

Learning Objectives:

  • Test and evaluate various web-based audio and video tools.
  • Create audio or video content for your online course applying educationally effective strategies

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

New online faculty LEARN MORE >

Online collaboration tools enable students to communicate, collaborate, and problem solve despite physical distance. In this workshop, you will explore a variety of collaboration tools including, but not limited to, Google Docs, Skype, and Google Hangouts, to analyze their strengths and weaknesses. You will discuss how these tools can be integrated into your online and blended courses to enhance the student learning experience and engagement.

Learning Objectives:

  • Explore uses and best practices of online collaboration tools
  • Evaluate online collaboration tools of your choice and discuss how they can be incorporated into your course to enhance your teaching

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online and blended courses
Instructional designers
Educational technologists LEARN MORE >

Description
The Online Learning Mastery Series focuses on the knowledge and skills to use multimedia technologies confidently and effectively in the design and teaching of online nursing courses. Through a series of workshops, you will explore theories for fostering student engagement through the integration of educational technology. You will explore research and best practices relevant to nurse educators, including how to increase social presence through an understanding of social learning theory. You will integrate your knowledge and skills to transform your online nursing course into a creative, engaging, and motivational community for online learners.

Learning Objectives

  • Synthesize and discuss the nursing literature regarding online learning theories and best practices, and the benefits of using educational technology in online nursing courses
  • Create a multimedia instructional component for your current or future online course
  • Synthesize and explain the influence of educational technology on social presence, satisfaction, and learning
  • Create a course plan that incorporates a social-media enhanced virtual discussion and collaboration space
  • Create and present a final project which incorporates educational technology components based on theory and best practices

Successful completion of the series results in a Recognition of Mastery in Online Nursing. LEARN MORE >

Description
The Blended Learning Mastery Series focuses on the research, teaching and assessment of courses which blend face-to-face and online activities into one course experience. Through a series of workshops, you will explore relevant research to help you design an effective blended learning environment. By engaging in discussions, activities and reflection, you will improve your understanding of how to seamlessly merge online and face-to-face activities into a unified learning experience. You will explore best practices in the structure of learning activities which help your students feel connected to you as the instructor and to each other, as well as methods of assessing their progress and understanding of the course content. You will learn how to plan for and maximize time spent face-to-face, which types of learning activities are best suited to each environment, and gain exposure to tools which will increase feelings of connectedness.

Learning Objectives

  • Analyze research related to blended learning design, student learning and satisfaction, and assessment
  • Develop a blended course design plan with outcomes and objectives
  • Analyze assessment strategies for their suitability for face-to-face or online use
  • Develop an assessment plan for your blended course
  • Analyze teaching methods and learning activities for use in either face-to-face or online settings
  • Develop a teaching unit for your blended course that includes face-to-face and online components

Successful completion of the series results in a Recognition of Mastery in Blended Learning. LEARN MORE >

Digital storytelling combines multiple media formats to create memorable learning experiences that engage both the mind and emotions of the learner. In this workshop, you will explore the elements of an effective digital story, including point-of-view, voice, sound, images and pacing. You will observe examples of digital storytelling in education and discuss what makes them effective learning experiences. Finally, you will look at implementation strategies for adding these stories to your courses.

Learning Objectives

  • Explore effective uses and best practices of digital storytelling in a variety of educational contexts
  • Create and publish a short digital story

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
K-12 teachers
Instructional designers
Educational technologists
Librarians LEARN MORE >

One of the biggest challenges in online education today is the high rate of students who do not continue with their programs to completion. In this workshop, you will explore factors impacting retention and possible solutions for overcoming those challenges at your institution. You will review research-based strategies for increasing the retention rates of online students, improving satisfaction and increasing success. You will evaluate best practices with evidence from other institutions to create a plan that will help you to retain students in your classes and throughout your programs.

Learning Objectives

  • Identify the most significant challenges to retention of online students
  • Discuss and develop solutions for retaining online students

Format
This is an asynchronous, week-long workshop which will begin on Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Online program staff and administrators
Online faculty LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

According to research, feedback on learning is a key factor for improving the learning outcomes and student satisfaction.  While giving effective feedback can help drive your students towards success in your course and help them to better understand the material, it can also take a lot of time. In this workshop, you will identify different feedback strategies along with effective methods for providing feedback to your students efficiently. Many of the practices explored in this workshop can also help increase student engagement in the class and help with faculty satisfaction and workload management.

Learning Objectives:

  • Identify effective student feedback strategies.
  • Develop methods for providing effective student feedback efficiently in your courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Veteran online and blended faculty
Instructional designers LEARN MORE >

Group work poses challenges for faculty and students for a number of reasons, including lack of online technology skills, time conflicts, differences in team member participation, as well as logistics such as design and student satisfaction with group work activities. In this workshop you will learn how to address those challenges by participating in a collaborative group work activity. During the activity you will experience effective group work processes and develop a group work activity for use in your teaching.

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a group work activity

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers LEARN MORE >

With the vast amount of content available on the Internet, it is imperative that 21st century learners develop information literacy skills to effectively manage the information they encounter. In this workshop, you will explore strategies for helping students to conduct online research and organize the information in a way that is easily retrievable. You will discover how content curation tools can help learners locate, select, and organize digital content into meaningful collections. You will collect practical ideas for incorporating web based curation tools to support student research success.

Learning Objectives:

  • Evaluate models and processes that support student research.
  • Develop a digital curation activity.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who require student research
Faculty who want to understand how to manage their own online content
Instructional designers LEARN MORE >

Description
The Leadership in Online Learning Mastery Series focuses on organizational structure, policy and common funding models related to distance learning programming at the institutional level. Through a series of workshops, you will explore topics relevant to online administrators, using evidence based research into best practices to help you establish and stabilize strategic, manageable growth of distance learning initiatives within your institution while maintaining a competitive edge. You will analyze various models employed by successful institutions to determine which model is best suited to the needs of your institution. Along with other university administrators, you will share ideas about emerging issues in online education, including standards for credit hours, state authorization requirements, security, and intellectual property. Finally, you will align your institution’s mission, goals, and values with a plan for implementing successful online learning programs, with consideration for budgeting and finance.

Learning Objectives

  • Analyze models for successful characteristics applicable to all institutions
  • Develop an institutional plan formulated on models suited to your instruction
  • Describe strategic questions surrounding educational policy as they relate to your institution
  • Evaluate tools and resources to track policy changes
  • Describe best practices in online budgets and investments
  • Develop a realistic plan for financial success in online and blended programming

Successful completion of the series results in a Recognition of Mastery in Leadership in Online Learning. LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Improving access to online education means, among other things, ensuring that your online course materials, teaching and learning activities, and assessments are accessible for all learners. This workshop will help you better understand the legal framework for accessibility in online education and how learners with disabilities participate in online classes. You will also explore practical application of procedures for instructional designers, instructors, developers and administrators to create ADA compliant online courses.

Learning Objectives:

  • Identify types of accommodations needed for different visible and non-visible disabilities
  • Understand how the Americans with Disabilities Act (ADA) frames the decisions made in designing and delivering online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in online and blended formats
Instructional designers LEARN MORE >

The syllabus is one of the most essential elements of any college level online course – however students often overlook the syllabus and therefore miss out on key information about the expectations of your course. In this workshop, you will explore a variety of tools which can be used to design a syllabus that is better organized, more visually interesting, and engaging for your students. By adding a clear navigation structure, multimedia, and interactivity you can grab students’ attention, improve their ability to access the information, and clearly convey your key points.

Learning Objectives

  • Explore a variety of technologies for developing an interactive syllabus
  • Create an interactive syllabus with multimedia elements

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

The OLC Online Teaching Certificate prepares educators to teach and improve online courses using the OLC pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. A unique feature of the certificate program is that expert mentors work individually with each certificate candidate to accomplish specific goals.

The Certificate consists of three phases:

  • A 10-week foundation course
  • Three electives or learning specializations that focus on improving overall competency within a specific area of academic focus
  • A final capstone presentation

Who should participate?

  • Faculty interested in developing quality online and/or blended courses.
  • Instructional designers and Instructional support staff

Please review pre-requisites before registering for this program. LEARN MORE >

The OLC Quality Scorecard is a tool for online administrators to measure the quantifying elements of quality within online education programs in higher education. In this workshop you will get an overview of the OLC Quality Scorecard, explore how the OLC Quality Scorecard can be implemented in your institution and evaluate your institution based on a few chosen quality indicators from the OLC Quality Scorecard. This introductory workshop provides basic information on the OLC Quality Scorecard for the Administration of Online Programs. This workshop will also highlight the newest version of the scorecard which has 75 indicators organized into 9 categories.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard in your institution
  • Discuss examples of best practices for each quality indicator

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Provosts

Deans

Directors of online programs

Instructional designers LEARN MORE >

ePortfolios provide a learner-centered environment conducive to reflective and evidence-based learning, and are considered the center of a student’s personal learning environment. In this workshop, you will explore how ePortfolios enhance deep learning, view examples of well-designed and effective ePortfolios, and reflect on the role that ePortfolios could play in your online courses and programs.

Learning Objectives

  • Discuss how ePortfolios can support reflective and evidence-based learning
  • Assess ePortfolios using rubrics

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >

Infographics use data and graphic design to tell stories, teach concepts, and present information. Online activities integrating visual data can develop content literacy and analytic thinking. In this workshop you will learn how to locate, evaluate, and integrate infographics into your teaching, as well as explore the possibilities for creating infographics with your data. You will review the research behind what makes infographics so compelling, and why they are effective cognitive tools for communicating information and data.

Learning Objectives

  • Identify and discus ways that educators can use infographics to improve student learning
  • Create an infographic for use in an online course
    OR
  • Design an activity integrating an infographic for use in an online course

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in any modality
Instructional designers
Educational technologists
University staff involved in training LEARN MORE >

Presentations are an important method for delivering content to students in the online environment. In this workshop, you will explore web-based presentation tools that leverage the 2.0 potential to engage learners, build communities, and promote continuing dialogue. You will explore techniques for making presentations more interactive and meaningful for students, and how their attention in asynchronous environments.

Learning Objectives

  • Test and evaluate various online presentation tools
  • Create a short online presentation

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty new to the online environment
Faculty teaching in all modalities
University staff who provide training
Instructional designers
Educational technologists LEARN MORE >

Flipped learning is a model of teaching in which the more passive learning activities such as watching lectures, happen outside of the classroom, saving more in-person class time for interactive activities. Flipping the classroom is currently one of the most popular trends in education at all levels! In this workshop, you will explore different flipped design models and the educational benefits of the flipped design. You will gain a deeper understanding of how to implement this strategy into your own teaching.

 Learning Objectives

  • Discuss the benefits and challenges of flipped design models
  • Design a flipped learning plan appropriate for your course

Format:
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach in face-to-face or blended modalities
Instructional designers LEARN MORE >

Copyright infringement lawsuits against colleges and universities are no longer hypothetical – they are reality. Numerous universities around the country have been sued for everything from illegally posting articles and book chapters to e-reserves and learning management systems, to improperly streaming video and digitizing books for the purposes of facilitating research and providing access to patrons with disabilities. In this workshop, you will learn what the courts have said about these lawsuits. Further, you will develop a working familiarity with the “transformative use” doctrine and its growing importance to educational fair use and the continuously expanding collection of “Best Practices in Fair Use.”

Learning Objectives

  • Describe best practices in Fair Use
  • Recognize the legal implications of copyright infringement

Format
This workshop is in a one-day, synchronous format. You will have access to the workshop content one day prior to the live session. There will then be a mandatory, 3-hour live session during which you will hear a presentation and participate in a question and answer session. During the workshop, you will engage with your colleagues on an online discussion board. Following the session, you will be required to complete a quiz testing your knowledge within 24 hours of the conclusion of the live session. Total length of time to completion: 2 days, approximately 6 hours of work.

Who should attend?
Faculty members
Instructional designers
Online program administrators
Librarians LEARN MORE >

Open educational resources (OER) is a term that was first adopted by UNESCO to describe “digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.” In this workshop you will learn how to locate high-quality, free content that can be used in online teaching and learning. This workshop will also cover a variety of OER issues including quality assurance, licensing, and use.

Learning Objectives

  • Identify and compare open educational resource collections
  • Analyze best practices for using open educational resources

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty
Instructional designers
Educational technologists
Librarians LEARN MORE >

An important component of successful online teaching is developing efficient assessment strategies and methods. In this workshop you will explore formative and summative assessment techniques used in online education and develop assessment strategies suitable for your online course. You will create a plan to help align learning objectives and activities with assessments. You will explore the differences between summative and formative assessments, and discuss strategies for implementing them. Integrating multiple forms of assessment allows students more opportunities to evaluate their performance.

Learning Objectives

  • Identify formative and summative assessment strategies used in online education
  • Develop assessment strategies for your online courses

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums and submitting assignments. Total length of time to completion: 7 days

Who should attend?
Faculty who teach online and blended courses
Instructional designers LEARN MORE >

An essential component of successful online teaching is experiencing online learning for yourself.  This workshop will provide you with an important online learning experience as you explore the basics of online teaching and learning. You will learn the critical differences between online and face-to-face courses, including faculty and student expectations, role adjustments, and course design and evaluation. Your explorations will include research-based readings, presentations and discussions with other new online teachers and will be supported by sample documents such as online syllabus, discussion rubric etc. There will also be an hour-long optional (recorded) live session where you will get a chance to meet your facilitator to discuss important topics related to online teaching and ask your questions.

Topics:
Course design, delivery and assessment
Instructor roles and competencies
Five Pillars of Quality in online education
Engaging the learners
Student readiness and expectations

Learning Objectives

  • Identify the differences between online and face- to -face courses in terms course design, roles, and expectations
  • Create a learning resource for your online course based on your readings and explorations during this workshop

Format:
This is a weeklong asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Friday and end on the following Friday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty with little or no experience with online teaching
Junior instructional designers LEARN MORE >

Adjunct and non-tenured faculty play a pivotal role in the success of online programs. Whether they are industry specialists, retired academics, freelancers or scholars, an institutions’ ability to effectively orient and engage part-time faculty in the institutional culture is even more important online. In this workshop, you will explore strategies for providing effective support for these faculty, including training, faculty development, and recognition for quality work. You will learn how to develop effective faculty support strategies for their own programs and institutions.

Learning Objectives:

  • Identify research-based practices for retaining quality adjunct faculty
  • Develop a support plan for online adjunct/part-time/non-tenured faculty

Format:

This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?

Online program administrators and staff

University administrators

Faculty development specialists LEARN MORE >

Description
The Evaluating and Improving Quality in Online Programs Mastery Series is a series of three workshops focused on the implementation of the OLC Quality Scorecard (QSC) for the administration of online programs. The Quality Scorecard has been meeting a critical need for administrators since its introduction in 2010, at a time when competition for quality in online education is at an all time high. The recently revised Quality Scorecard (Version 2) is an internationally recognized tool to help online administrators evaluate and improve online higher education programs by measuring the quantifying elements of quality within online education programs.

Learning Objectives

  • Identify strategies for implementing the OLC Quality Scorecard at your institution
  • Discuss examples of best practices for quality indicators
  • Evaluate your program(s) in each of the nine categories within the Quality Scorecard
  • Provide feedback for program quality at other institutions
  • Identify focus areas for the improvement of your own program(s)
  • Develop an improvement plan based on the Quality Scorecard evaluation process
  • Exchange feedback on program improvement with faculty and administrators from other
    institutions

Successful completion of the series results in a Recognition of Mastery in Evaluating and Improving Online Programs. LEARN MORE >

While online faculty value the flexibility of online teaching, the reality of the 24/7 classroom can be daunting in terms of faculty workload and faculty burnout. In this workshop, you will explore research-based strategies to assist faculty in managing their time more effectively and reducing the risk of burnout. You will review practical workload management tips and tools for both new and veteran faculty. Finally, you will develop a workload management plan that will help improve the online faculty experience.

Learning Objectives

  • Describe strategies for managing administrative and teaching workload
  • Develop a workload management plan for yourself or your faculty

Format
This is an asynchronous, week-long workshop which will begin on a Friday and end on the following Friday. The workshop will require approximately 6 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.

Who should attend?
Faculty who teach online
Deans and program chairs LEARN MORE >

The Online Science Labs Mastery Series provides an extensive overview of the current state of online laboratory science courses and where they are headed in this rapidly changing environment. Through a series of workshops, you will be introduced to best practices in the design and implementation of virtual science labs in the online classroom, by exploring evidence-based research revealing how the integration of online science labs can improve your students’ experience. You will engage in rich discussions with other participants about methods for designing, preparing, and integrating labs, as well as assessment methods for measuring student performance. Based on the knowledge you gain in this workshop, you will transform your online science lab course into a creative, engaging, and highly motivated learning community that will attract new online learners.

Learning Objectives

  • Describe and discuss the 5E instructional model of science teaching.
  • Synthesize and discuss the science education literature regarding teaching science labs online, including online learning theories and best practices, and the benefits of using educational technology to reach virtual students.
  • Summarize various approaches used by different scientific disciplines to create a rigorous online laboratory course component.
  • Create a course plan that incorporates student-student, student-content, and student-faculty interactions to enhance the online laboratory learning space.
  • Create a formative and summative assessment plan for an online science laboratory.
  • Synthesize theory, knowledge, and skills relative to teaching a science laboratory online.
  • Create and present a capstone project that culminates in the creation of a highly interactive online science lab exercise that incorporates student-student, student-content, and student-faculty learning.

Successful completion of the series results in a Recognition of Mastery in Online Science Labs Mastery. LEARN MORE >

Multiple choice quizzes can be an effective way for students to measure their own learning, and for you to evaluate whether students are achieving your stated learning outcomes. In this workshop, you will explore strategies for writing effective multiple choice quizzes which appropriately measure your desired outcomes through careful use of language, layout, and question formation. Through practice and feedback from colleagues, you will develop online quizzes that are effective at assessing higher order thinking skills.

Learning Objectives

  • Identify and discuss strategies for writing quiz questions to promote higher order thinking
  • Develop or revise a set of multiple choice quiz questions that test for higher order thinking

Format
This workshop is a three day long, asynchronous learning experience beginning on a Wednesday and ending the following Friday. Total length of time to completion: 3 days.

Who should attend?
Faculty who teach in any modality
Instructional designers LEARN MORE >