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

UPCOMING

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Six Rules of 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 answer 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.
  • Identify 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 Members
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.

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY OF LEADERSHIP FOR ONLINE EDUCATION.

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. In this workshop, you will address these new roles and explore 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Description

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

 

Prerequisite: None

 

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning LEARN MORE >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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

 

"Apps are a different world for me. I was very glad to have participated in the workshop. I immediately shared information learned from the workshop with a few co-workers. The hands on participation was very helpful even though I had some difficulty getting started because I was using a Surface Pro. But I did get most of the apps to work after leaving the conference."  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 by applying educationally effective strategies.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 assessments strategies for your online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Copyright infringment 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 >

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 >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! 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 RECOGNITION OF MASTERY OF SOCIAL MEDIA FOR ONLINE EDUCATION.

  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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.
  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

Digital Storytelling combines multiple media formats to create impactful 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 into 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create an 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 >

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 >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

Members: Free (register below)
Non-Members : $29
 

 

Join OLC as we host prestigious scholar-experts in the field of digital scholarship who will share insights from the field, as well as theory and practitioner-based skills in this series of four webinars. With each webinar focusing on a specific area of digital scholarship, the series will provide you with the knowledge and skills to propel your personal brand forward, as well as increase the visibility of your scholarship in the field. Whether you're a doctoral student or junior faculty member who is embarking on your academic career, or a senior faculty member who would like to build your online presence, this webinar series will provide you with the information to do so. All webinars include a 15-minute question and answer session with the presenters.

This webinar series is sponsored by the official journal of the Online Learning Consortium, Online Learning (OLJ). The goals of the journal and of this webinar series are to help our growing community of researchers better investigate and publish in field of online learning. Through OLJ and through the webinar we hope to advance quality in our collective efforts to produce better insights through our scholarship. There are many ways to do that and each of the panelists in this series speakers will provide a unique perspective. This webinar series reflects OLC’s firm commitment to enhance author services associated with Online Learning and to make the journal the premier venue for the publication of cutting edge research.

Individual Webinars

APRIL

MKB and Other Academic Taglines: Building Your Digital Scholarship Brand
Wednesday, April 6 2016, 12:00-1:00 pm ET
Presenter: Dr. Michael Barbour

Join Dr. Michael Barbour as he describes ways in which you can better position yourself by building your own digital brand, as well as increase visibility of your scholarship in the digital world. 

[show-to-non-paying]

[/show-to-non-paying]

[show-to-paying] Webinar Recording
Presentation Slides [/show-to-paying]

JUNE

How We Got Here! The Evolution of Research and Models of Online & Blended Education
Thursday, June 16, 2016, 12:00–1:00 pm ET
Presenters: Dr. Anthony G. Picciano and Dr.Charles R. Graham

Join Dr. Picciano and Dr. Graham as they provide a brief introduction of the history of how we got from the 1990s Asynchronous Learning Models (ALN) models of online learning to the present online/blended learning/MOOC environments.  Following this brief introduction, the presenters will provide insight regarding several critical studies in the field and a quick review of several theoretical models as defined in the presenters' books, as well as discussion surrounding the Blended with Pedagogical Purpose Model that illustrates that it is the pedagogy that needs to drive the technology in our instructional designs, regardless of modality.

SEPTEMBER

From Data to Information in Online and Blended Learning Research
Wednesday, September 28, 2016, 12:00–1:00 pm ET
Presenters: Dr. Chuck Dziuban and Dr. Patsy Moskal

Join Dr. Dziuban and Dr. Moskal as they outline a set of principles found in the book Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers focusing on the importance of turning data into information. In this session they will discuss topics such as data collection and analysis, the scholarship of teaching and learning, longitudinal evaluation, working with big data, assessing outcomes and future research trends in online and blended learning research. This webinar will launch an Online Learning Consortium research initiative for improving research in online and blended learning.

NOVEMBER

Ready to Submit?
Wednesday, November 9, 2016,12:00-1:00pm ET
Presenters: Members of Online Learning Journal (OLJ) Editorial Board

Join members of the OLJ Editorial Board to learn how to best present your research when submitting to an scholarly peer-reviewed journal.

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Improving access to online education means, among other things, ensuring that you 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Learning Analytics is a growing area of interest across the academy. New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms. This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success. During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of learning analytics approaches and projects happening within higher education as well as learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions.

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today. LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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

  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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

Infographics use data and graphic design to tell stories, teach concepts, and presentation 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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 or education 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 >

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 >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students who are new to the online environment can face many challenges as they enter this 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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 >

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 viewing 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 >

The syllabus is one of the most essential elements of any college level 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 all modalities
Instructional designers 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 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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media.
  • Experiment with the YouTube Editor to edit and remix content.
  • Develop a short video and an implementation strategy for your own course.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 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 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 Recognition of Mastery in Online Science Labs Mastery. LEARN MORE >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Digital Storytelling combines multiple media formats to create impactful 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 into your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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?
Online program administrators and staff
University administrators
Faculty development specialists 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 learn how to avoid copyright infringement through the application of 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 qualify 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
  • Identify and apply the six rules for course design

Format:
This workshop is a one-day, sychronous 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 >

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 >

Description
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.

Learning Objectives

  • Analyze mobile learning research
  • Develop a mobile learning design plan
  • Analyze teaching methods and learning activities for use in your mobile environment
  • Develop a teaching unit that includes mobile learning options
  • Describe assessment considerations and strategies for mobile learning
  • Develop an assessment plan for your mobile learning activities

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY IN MOBILE LEARNING. LEARN MORE >

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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 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 online and blended courses
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 >

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 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 >

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 THIS SERIES RESULTS IN RECOGNITION OF MASTERY IN INSTRUCTIONAL DESIGN.

  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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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

  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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Online collaboration tools enable students to communicate, collaborate, and problem solving 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.

  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

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 >

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 Adminstrators
Academic Deans
Directors of Online Programs 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 >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 involve din training or education 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Learning Analytics is a growing area of interest across the academy.  New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms.  This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success.  During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of  learning analytics approaches and projects happening within higher education as well as  learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions. 

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

 

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today.

 

  LEARN MORE >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 viewing examples from best practices in multimodal content design.

Learning Objectives

  • Design 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

The use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 >

The syllabus is one of the most essential elements of any college level 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media
  • Experiment with the YouTube Editor to edit and remix content
  • Develop a short video and an implementation strategy for your own course

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 instructional 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

A

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

  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

  LEARN MORE >

B

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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.
C

The syllabus is one of the most essential elements of any college level 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 syllabus is one of the most essential elements of any college level 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 all modalities
Instructional designers LEARN MORE >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 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 assessments strategies for your online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 involve din training or education LEARN MORE >

Infographics use data and graphic design to tell stories, teach concepts, and presentation 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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 or education 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 >

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 >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create an 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media
  • Experiment with the YouTube Editor to edit and remix content
  • Develop a short video and an implementation strategy for your own course

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians LEARN MORE >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media.
  • Experiment with the YouTube Editor to edit and remix content.
  • Develop a short video and an implementation strategy for your own course.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians LEARN MORE >

D

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 viewing examples from best practices in multimodal content design.

Learning Objectives

  • Design 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 viewing 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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 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 online and blended courses
Instructional designers LEARN MORE >

Description

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

 

Prerequisite: None

 

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning LEARN MORE >

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning LEARN MORE >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

Members: Free (register below)
Non-Members : $29
 

 

Join OLC as we host prestigious scholar-experts in the field of digital scholarship who will share insights from the field, as well as theory and practitioner-based skills in this series of four webinars. With each webinar focusing on a specific area of digital scholarship, the series will provide you with the knowledge and skills to propel your personal brand forward, as well as increase the visibility of your scholarship in the field. Whether you're a doctoral student or junior faculty member who is embarking on your academic career, or a senior faculty member who would like to build your online presence, this webinar series will provide you with the information to do so. All webinars include a 15-minute question and answer session with the presenters.

This webinar series is sponsored by the official journal of the Online Learning Consortium, Online Learning (OLJ). The goals of the journal and of this webinar series are to help our growing community of researchers better investigate and publish in field of online learning. Through OLJ and through the webinar we hope to advance quality in our collective efforts to produce better insights through our scholarship. There are many ways to do that and each of the panelists in this series speakers will provide a unique perspective. This webinar series reflects OLC’s firm commitment to enhance author services associated with Online Learning and to make the journal the premier venue for the publication of cutting edge research.

Individual Webinars

APRIL

MKB and Other Academic Taglines: Building Your Digital Scholarship Brand
Wednesday, April 6 2016, 12:00-1:00 pm ET
Presenter: Dr. Michael Barbour

Join Dr. Michael Barbour as he describes ways in which you can better position yourself by building your own digital brand, as well as increase visibility of your scholarship in the digital world. 

[show-to-non-paying]

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[show-to-paying] Webinar Recording
Presentation Slides [/show-to-paying]

JUNE

How We Got Here! The Evolution of Research and Models of Online & Blended Education
Thursday, June 16, 2016, 12:00–1:00 pm ET
Presenters: Dr. Anthony G. Picciano and Dr.Charles R. Graham

Join Dr. Picciano and Dr. Graham as they provide a brief introduction of the history of how we got from the 1990s Asynchronous Learning Models (ALN) models of online learning to the present online/blended learning/MOOC environments.  Following this brief introduction, the presenters will provide insight regarding several critical studies in the field and a quick review of several theoretical models as defined in the presenters' books, as well as discussion surrounding the Blended with Pedagogical Purpose Model that illustrates that it is the pedagogy that needs to drive the technology in our instructional designs, regardless of modality.

SEPTEMBER

From Data to Information in Online and Blended Learning Research
Wednesday, September 28, 2016, 12:00–1:00 pm ET
Presenters: Dr. Chuck Dziuban and Dr. Patsy Moskal

Join Dr. Dziuban and Dr. Moskal as they outline a set of principles found in the book Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers focusing on the importance of turning data into information. In this session they will discuss topics such as data collection and analysis, the scholarship of teaching and learning, longitudinal evaluation, working with big data, assessing outcomes and future research trends in online and blended learning research. This webinar will launch an Online Learning Consortium research initiative for improving research in online and blended learning.

NOVEMBER

Ready to Submit?
Wednesday, November 9, 2016,12:00-1:00pm ET
Presenters: Members of Online Learning Journal (OLJ) Editorial Board

Join members of the OLJ Editorial Board to learn how to best present your research when submitting to an scholarly peer-reviewed journal.

E

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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 >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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

 

"Apps are a different world for me. I was very glad to have participated in the workshop. I immediately shared information learned from the workshop with a few co-workers. The hands on participation was very helpful even though I had some difficulty getting started because I was using a Surface Pro. But I did get most of the apps to work after leaving the conference."  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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

Digital Storytelling combines multiple media formats to create impactful 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 into your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Digital Storytelling combines multiple media formats to create impactful 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 into 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

The use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

The use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

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 >

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 >

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 >

Learning Analytics is a growing area of interest across the academy.  New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms.  This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success.  During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of  learning analytics approaches and projects happening within higher education as well as  learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions. 

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

 

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today.

 

  LEARN MORE >

Learning Analytics is a growing area of interest across the academy. New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms. This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success. During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of learning analytics approaches and projects happening within higher education as well as learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions.

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today. LEARN MORE >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.

  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.
  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

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 >

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 >

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 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 >

F

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Improving access to online education means, among other things, ensuring that you 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students who are new to the online environment can face many challenges as they enter this 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

I

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 THIS SERIES RESULTS IN RECOGNITION OF MASTERY IN INSTRUCTIONAL DESIGN.

  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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 by applying educationally effective strategies.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 solving 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 learn how to avoid copyright infringement through the application of 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 qualify 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
  • Identify and apply the six rules for course design

Format:
This workshop is a one-day, sychronous 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 >

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 Six Rules of 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 answer 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.
  • Identify 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 Members
Instructional Designers
Online Program Administrators
Librarians LEARN MORE >

Copyright infringment 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 >

L

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.

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY OF LEADERSHIP FOR ONLINE EDUCATION.
M

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 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.

Learning Objectives

  • Analyze mobile learning research
  • Develop a mobile learning design plan
  • Analyze teaching methods and learning activities for use in your mobile environment
  • Develop a teaching unit that includes mobile learning options
  • Describe assessment considerations and strategies for mobile learning
  • Develop an assessment plan for your mobile learning activities

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY IN MOBILE LEARNING. LEARN MORE >

N

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

O

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 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 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 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 Recognition of Mastery in Online Nursing. 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 Recognition of Mastery in Online Science Labs Mastery. 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 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 >

S

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 RECOGNITION OF MASTERY OF SOCIAL MEDIA FOR ONLINE EDUCATION.

  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 Adminstrators
Academic Deans
Directors of Online Programs 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will address these new roles and explore 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 instructional 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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?
Online program administrators and staff
University administrators
Faculty development specialists LEARN MORE >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

WORKSHOP

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Six Rules of 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 answer 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.
  • Identify 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 Members
Instructional Designers
Online Program Administrators
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. In this workshop, you will address these new roles and explore 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Description

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

 

Prerequisite: None

 

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning LEARN MORE >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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

 

"Apps are a different world for me. I was very glad to have participated in the workshop. I immediately shared information learned from the workshop with a few co-workers. The hands on participation was very helpful even though I had some difficulty getting started because I was using a Surface Pro. But I did get most of the apps to work after leaving the conference."  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 by applying educationally effective strategies.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 assessments strategies for your online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Copyright infringment 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 >

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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.
  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

Digital Storytelling combines multiple media formats to create impactful 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 into 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create an 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Improving access to online education means, among other things, ensuring that you 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Learning Analytics is a growing area of interest across the academy. New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms. This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success. During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of learning analytics approaches and projects happening within higher education as well as learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions.

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today. LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

Infographics use data and graphic design to tell stories, teach concepts, and presentation 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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 or education 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 >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students who are new to the online environment can face many challenges as they enter this 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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 >

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 viewing 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 >

The syllabus is one of the most essential elements of any college level 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 all modalities
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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media.
  • Experiment with the YouTube Editor to edit and remix content.
  • Develop a short video and an implementation strategy for your own course.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Digital Storytelling combines multiple media formats to create impactful 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 into your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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?
Online program administrators and staff
University administrators
Faculty development specialists 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 learn how to avoid copyright infringement through the application of 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 qualify 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
  • Identify and apply the six rules for course design

Format:
This workshop is a one-day, sychronous 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 >

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 >

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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 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 online and blended courses
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 >

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 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 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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Online collaboration tools enable students to communicate, collaborate, and problem solving 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.

  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

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 >

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 Adminstrators
Academic Deans
Directors of Online Programs 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 >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 involve din training or education 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Learning Analytics is a growing area of interest across the academy.  New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms.  This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success.  During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of  learning analytics approaches and projects happening within higher education as well as  learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions. 

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

 

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today.

 

  LEARN MORE >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 viewing examples from best practices in multimodal content design.

Learning Objectives

  • Design 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

The use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 >

The syllabus is one of the most essential elements of any college level 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media
  • Experiment with the YouTube Editor to edit and remix content
  • Develop a short video and an implementation strategy for your own course

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 instructional 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

MASTERY SERIES

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.

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY OF LEADERSHIP FOR ONLINE EDUCATION.

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 RECOGNITION OF MASTERY OF SOCIAL MEDIA FOR ONLINE EDUCATION.

  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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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 Recognition of Mastery in Online Nursing. 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 Recognition of Mastery in Online Science Labs Mastery. LEARN MORE >

Description
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.

Learning Objectives

  • Analyze mobile learning research
  • Develop a mobile learning design plan
  • Analyze teaching methods and learning activities for use in your mobile environment
  • Develop a teaching unit that includes mobile learning options
  • Describe assessment considerations and strategies for mobile learning
  • Develop an assessment plan for your mobile learning activities

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY IN MOBILE LEARNING. 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 THIS SERIES RESULTS IN RECOGNITION OF MASTERY IN INSTRUCTIONAL DESIGN.

  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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.
WEBINAR

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

Members: Free (register below)
Non-Members : $29
 

 

Join OLC as we host prestigious scholar-experts in the field of digital scholarship who will share insights from the field, as well as theory and practitioner-based skills in this series of four webinars. With each webinar focusing on a specific area of digital scholarship, the series will provide you with the knowledge and skills to propel your personal brand forward, as well as increase the visibility of your scholarship in the field. Whether you're a doctoral student or junior faculty member who is embarking on your academic career, or a senior faculty member who would like to build your online presence, this webinar series will provide you with the information to do so. All webinars include a 15-minute question and answer session with the presenters.

This webinar series is sponsored by the official journal of the Online Learning Consortium, Online Learning (OLJ). The goals of the journal and of this webinar series are to help our growing community of researchers better investigate and publish in field of online learning. Through OLJ and through the webinar we hope to advance quality in our collective efforts to produce better insights through our scholarship. There are many ways to do that and each of the panelists in this series speakers will provide a unique perspective. This webinar series reflects OLC’s firm commitment to enhance author services associated with Online Learning and to make the journal the premier venue for the publication of cutting edge research.

Individual Webinars

APRIL

MKB and Other Academic Taglines: Building Your Digital Scholarship Brand
Wednesday, April 6 2016, 12:00-1:00 pm ET
Presenter: Dr. Michael Barbour

Join Dr. Michael Barbour as he describes ways in which you can better position yourself by building your own digital brand, as well as increase visibility of your scholarship in the digital world. 

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[show-to-paying] Webinar Recording
Presentation Slides [/show-to-paying]

JUNE

How We Got Here! The Evolution of Research and Models of Online & Blended Education
Thursday, June 16, 2016, 12:00–1:00 pm ET
Presenters: Dr. Anthony G. Picciano and Dr.Charles R. Graham

Join Dr. Picciano and Dr. Graham as they provide a brief introduction of the history of how we got from the 1990s Asynchronous Learning Models (ALN) models of online learning to the present online/blended learning/MOOC environments.  Following this brief introduction, the presenters will provide insight regarding several critical studies in the field and a quick review of several theoretical models as defined in the presenters' books, as well as discussion surrounding the Blended with Pedagogical Purpose Model that illustrates that it is the pedagogy that needs to drive the technology in our instructional designs, regardless of modality.

SEPTEMBER

From Data to Information in Online and Blended Learning Research
Wednesday, September 28, 2016, 12:00–1:00 pm ET
Presenters: Dr. Chuck Dziuban and Dr. Patsy Moskal

Join Dr. Dziuban and Dr. Moskal as they outline a set of principles found in the book Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers focusing on the importance of turning data into information. In this session they will discuss topics such as data collection and analysis, the scholarship of teaching and learning, longitudinal evaluation, working with big data, assessing outcomes and future research trends in online and blended learning research. This webinar will launch an Online Learning Consortium research initiative for improving research in online and blended learning.

NOVEMBER

Ready to Submit?
Wednesday, November 9, 2016,12:00-1:00pm ET
Presenters: Members of Online Learning Journal (OLJ) Editorial Board

Join members of the OLJ Editorial Board to learn how to best present your research when submitting to an scholarly peer-reviewed journal.

ONLINE CERTIFICATE

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 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

  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 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 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 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

  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 >

MAY, 2016

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Six Rules of 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 answer 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.
  • Identify 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 Members
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.

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY OF LEADERSHIP FOR ONLINE EDUCATION.

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. In this workshop, you will address these new roles and explore 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Description

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

 

Prerequisite: None

 

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning LEARN MORE >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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

 

"Apps are a different world for me. I was very glad to have participated in the workshop. I immediately shared information learned from the workshop with a few co-workers. The hands on participation was very helpful even though I had some difficulty getting started because I was using a Surface Pro. But I did get most of the apps to work after leaving the conference."  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 by applying educationally effective strategies.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 assessments strategies for your online courses.

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Copyright infringment 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 >

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 >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

JUNE, 2016

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 RECOGNITION OF MASTERY OF SOCIAL MEDIA FOR ONLINE EDUCATION.

  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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.
  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

Digital Storytelling combines multiple media formats to create impactful 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 into 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 >

Rubrics are an effective tool to evaluate learning and promote effective feedback practices. In this workshop, you will learn how to create an 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 >

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 >

In October 2015, the Online Learning Consortium (OLC) was awarded a $2.5 million dollar 3-year grant by the Bill and Melinda Gates Foundation. Through this webinar, the OLC seeks to respond to the interest expressed by college and university faculty and administrators surrounding the Digital Learning Innovation Award (DLIAward). While webinar attendance is not required in order to submit an award application, attendance is beneficial as attendees will receive an overview of the foundations for the award, the award criteria, the award application and evaluation rubric, as well as an interactive question and answer session. Participants have the opportunity to submit questions in advance of the webinar via DLIAward@onlinelearning-c.org. These questions will be prioritized for inclusion in the webinar, while questions submitted during the webinar will be answered as time permits. Responses to all questions will be available through the DLIAward (hyperlink to FAQ section) website the Friday following each webinar. In addition to the FAQs, recordings of the sessions will be available on the DLIAward website following the webinars.

The intent of the Digital Learning Innovation Award is to support the use of next generation digital courseware to improve student success, especially among minority, first generation and other disadvantaged student populations.  With a focused lens on increasing the number of underrepresented students who complete general education or gateway courses, the funding aims to build awareness, assess readiness, and provide guidance on the use of next generation digital courseware. With online environments as the platform for digital courseware, the grant furthers the reach of the OLC mission through the continued expansion of online learning for students. Applications will be accepted from US-based accredited institutions for either an institutional award or faculty-led team award.

We look forward to having you join us for one of these informational sessions! LEARN MORE >

Members: Free (register below)
Non-Members : $29
 

 

Join OLC as we host prestigious scholar-experts in the field of digital scholarship who will share insights from the field, as well as theory and practitioner-based skills in this series of four webinars. With each webinar focusing on a specific area of digital scholarship, the series will provide you with the knowledge and skills to propel your personal brand forward, as well as increase the visibility of your scholarship in the field. Whether you're a doctoral student or junior faculty member who is embarking on your academic career, or a senior faculty member who would like to build your online presence, this webinar series will provide you with the information to do so. All webinars include a 15-minute question and answer session with the presenters.

This webinar series is sponsored by the official journal of the Online Learning Consortium, Online Learning (OLJ). The goals of the journal and of this webinar series are to help our growing community of researchers better investigate and publish in field of online learning. Through OLJ and through the webinar we hope to advance quality in our collective efforts to produce better insights through our scholarship. There are many ways to do that and each of the panelists in this series speakers will provide a unique perspective. This webinar series reflects OLC’s firm commitment to enhance author services associated with Online Learning and to make the journal the premier venue for the publication of cutting edge research.

Individual Webinars

APRIL

MKB and Other Academic Taglines: Building Your Digital Scholarship Brand
Wednesday, April 6 2016, 12:00-1:00 pm ET
Presenter: Dr. Michael Barbour

Join Dr. Michael Barbour as he describes ways in which you can better position yourself by building your own digital brand, as well as increase visibility of your scholarship in the digital world. 

[show-to-non-paying]

[/show-to-non-paying]

[show-to-paying] Webinar Recording
Presentation Slides [/show-to-paying]

JUNE

How We Got Here! The Evolution of Research and Models of Online & Blended Education
Thursday, June 16, 2016, 12:00–1:00 pm ET
Presenters: Dr. Anthony G. Picciano and Dr.Charles R. Graham

Join Dr. Picciano and Dr. Graham as they provide a brief introduction of the history of how we got from the 1990s Asynchronous Learning Models (ALN) models of online learning to the present online/blended learning/MOOC environments.  Following this brief introduction, the presenters will provide insight regarding several critical studies in the field and a quick review of several theoretical models as defined in the presenters' books, as well as discussion surrounding the Blended with Pedagogical Purpose Model that illustrates that it is the pedagogy that needs to drive the technology in our instructional designs, regardless of modality.

SEPTEMBER

From Data to Information in Online and Blended Learning Research
Wednesday, September 28, 2016, 12:00–1:00 pm ET
Presenters: Dr. Chuck Dziuban and Dr. Patsy Moskal

Join Dr. Dziuban and Dr. Moskal as they outline a set of principles found in the book Conducting Research in Online and Blended Learning Environments: New Pedagogical Frontiers focusing on the importance of turning data into information. In this session they will discuss topics such as data collection and analysis, the scholarship of teaching and learning, longitudinal evaluation, working with big data, assessing outcomes and future research trends in online and blended learning research. This webinar will launch an Online Learning Consortium research initiative for improving research in online and blended learning.

NOVEMBER

Ready to Submit?
Wednesday, November 9, 2016,12:00-1:00pm ET
Presenters: Members of Online Learning Journal (OLJ) Editorial Board

Join members of the OLJ Editorial Board to learn how to best present your research when submitting to an scholarly peer-reviewed journal.

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Improving access to online education means, among other things, ensuring that you 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

Learning Analytics is a growing area of interest across the academy. New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms. This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success. During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of learning analytics approaches and projects happening within higher education as well as learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions.

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today. LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

JULY, 2016

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

  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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

Infographics use data and graphic design to tell stories, teach concepts, and presentation 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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 or education 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 >

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 >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students who are new to the online environment can face many challenges as they enter this 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Mobile apps for tablets, such as the iPad, offer many innovative applications for both teaching and learning, both in the traditional classroom as well as online. But, what happens when you combine a number of apps to create something new? Answer: App Smashing!

Join us as we explore some of the most interesting ways App Smashing is being used to increase teaching effectiveness and encourage deeper learning. You will add multiple ideas and App Smashing “recipes” to your instructional toolbox and be ready to implement them in your own teaching.

Note: Because this is a practical, exploratory workshop, participants should be familiar with and have access to a tablet, such as an iPad.

Learning Objectives

  • Explore how App Smashing can be used to increase teaching effectiveness and encourage deeper learning.
  • Consider examples of App Smashing from multiple disciplines and how they can be applied to your own instructional context.
  • Experiment with different App Smashing "recipes".

Format

This is an asynchronous, week-long workshop which will begin on a Monday and end on Sunday. The workshop will require approximately 6-8 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 >

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 viewing 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

AUGUST, 2016

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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 >

The syllabus is one of the most essential elements of any college level 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 all modalities
Instructional designers 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 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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Students 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media.
  • Experiment with the YouTube Editor to edit and remix content.
  • Develop a short video and an implementation strategy for your own course.

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians LEARN MORE >

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

SEPTEMBER, 2016

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 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 Recognition of Mastery in Online Science Labs Mastery. LEARN MORE >

Although digital badges stemmed from the gaming world, and then found their way into MOOC frameworks, badges have now found their way into wider uses in education and the use of badges has been gaining momentum in recent years.

Badges can carry with them evidence of achievement of skills and competencies; therefore, badging can also empower learners  by allowing them share evidence of their accomplishments and skills with broader communities.

However, implementing a digital badging system should be carefully thought-out. Badges should be designed in a way to efficiently link to evidence of the learning, and they should carry value. In this workshop we will explore the benefits and challenges of implementing badging and explore the potential for your own course or institution by thinking about specific guidelines and evaluation criteria to establish the value of the badge.


Learning Objectives:

  • Identify the benefits and challenges of using digital badges to recognize achievement in online education
  • Explore opportunities to establish a badging system for your own course/in your institution

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Digital Storytelling combines multiple media formats to create impactful 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 into your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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?
Online program administrators and staff
University administrators
Faculty development specialists 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 learn how to avoid copyright infringement through the application of 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 qualify 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
  • Identify and apply the six rules for course design

Format:
This workshop is a one-day, sychronous 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 >

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 >

Description
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.

Learning Objectives

  • Analyze mobile learning research
  • Develop a mobile learning design plan
  • Analyze teaching methods and learning activities for use in your mobile environment
  • Develop a teaching unit that includes mobile learning options
  • Describe assessment considerations and strategies for mobile learning
  • Develop an assessment plan for your mobile learning activities

SUCCESSFUL COMPLETION OF THE SERIES RESULTS IN RECOGNITION OF MASTERY IN MOBILE LEARNING. LEARN MORE >

What does your online identity look like today? Have you Googled yourself lately? In academia, it is becoming increasingly vital to publish and share your teaching, service, and research knowledge. Besides developing an online presence and utilizing social media for professional development, faculty and staff are actively utilizing open and digital channels to support, learn, and contribute a thriving network of connected scholars. In this workshop, you will explore meaningful ways to craft an active, online persona, learn about strategies to effectively include social media and digital resources for your professional development, and understand how an online community of practice can enhance the work you do.

Learning Objectives

  • Evaluate social media and digital platforms for faculty professional development, connected learning, and research impact.
  • Establish effective strategies for developing an online digital identity for open, networked scholarship.
  • Outline the benefits and challenges of open and digital scholarship while using social media and other online channels.

Prerequisite: None

Format:

This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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

Administrators of online education programs

Student services professionals in online learning 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Covered

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 new 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 Monday and end on the following Sunday. The live session will be held on Monday, on the fourth day. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 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 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 online and blended courses
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 >

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 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 >

OCTOBER, 2016

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 THIS SERIES RESULTS IN RECOGNITION OF MASTERY IN INSTRUCTIONAL DESIGN.

  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 will 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 RECOGNITION OF MASTERY IN BLENDED LEARNING.

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

  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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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. In this workshop, you will explore various well-known and well-respected quality frameworks that can help you improve the quality of your online course.

Learning Objectives

  • Explore and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Online collaboration tools enable students to communicate, collaborate, and problem solving 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Social networks and online applications allow for engaged teaching and learning opportunities. There are a number of emerging technologies to facilitate communication, scaffold collaboration, and curate resources in our learning environments. By creating connected learning interactions, your learners are empowered to participate, support, and share with their peers to enhance and deepen their understanding. In this workshop you will explore and experiment with various social media platforms to effectively develop a network within your learning environment and to consider digital resources that will scaffold student-centered learning and development.

Learning Objectives

  • Explore digital and social tools that can support a learning network that encourages communication, collaboration, and interaction.

  • Identify desired outcomes and required experiences for establishing a network for learning.

  • Outline online interactions and networks for effective learning experiences using social media and digital platforms.

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 >

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 Adminstrators
Academic Deans
Directors of Online Programs 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 >

NOVEMBER, 2016

Online group work poses challenges for faculty and students for a number of reasons, including differing technology skills, variances in team member participation, as well as logistics such as time and schedule conflicts. In this experiential workshop you will learn how to address those challenges by participating in a collaborative activity that models effective group work processes. Together your team will build and share a list of strategies, current resources and models to facilitate the design and development of your own group-based learning activity. 

Learning Objectives

  • Evaluate models and processes that support effective group work
  • Develop a toolkit of resources for designing and facilitating online group work

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 discuss 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 involve din training or education 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 hold 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Today, one of the biggest challenges in online education is the high rate of students who do not complete their programs. In this one week asynchronous workshop, join an expert facilitator from the OLC Institute as you identify the most significant retention challenges and learn how research-based strategies can be employed to increase retention and improve student satisfaction and success. With your colleagues from the field, you will evaluate evidence-based best practices from other institutions as you develop a plan that will increase student retention in your own institutional setting.

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 a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Learning Analytics is a growing area of interest across the academy.  New technologies can enable faculty and administrators to gather data about how students are interacting with digital learning environments, such as the campus LMS, and other institutionally provided platforms.  This data can be used to inform the future design of courses, platforms and even the development of predictive tools that can guide individual students towards success.  During this one week workshop, we will learn about the fundamental concepts and approaches used in this quickly evolving field. Designed with the practitioner in mind, this applied analytics course will include examples of  learning analytics approaches and projects happening within higher education as well as  learning how to build capacity toward an analytics project or strategy. Participants will learn how to identify small scale, proof-of-concept learning analytics projects and methods that they can try at their own institutions. 

Learning Objectives:

  1. Identify the similarities and differences between learning analytics, academic analytics, and educational data mining.
  2. Articulate uses for learning analytics, academic analytics and educational data mining as well as generate examples of their use.

 

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians

Professional members get special discounted workshop packages. Learn how you can save and what online learning benefits you can get by joining OLC today.

 

  LEARN MORE >

Faculty satisfaction and motivation are key factors in determining the success of an online program. Join an expert facilitator from the OLC Institute in this three-day, asynchronous workshop as you 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 galvanize and support your online faculty.

Learning Objectives

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

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 >

DECEMBER, 2016

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 benefit 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 of 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 week-long asynchronous workshop, with an optional one-hour synchronous (live) session with the facilitator. The workshop will begin on a Monday and end on the following Sunday. The live session will be held on Monday. The workshop will require approximately 6-8 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 >

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 viewing examples from best practices in multimodal content design.

Learning Objectives

  • Design 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Concept mapping is a research-supported strategy for improving online learning effectiveness. Concept mapping is not only a learning tool, but can also 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

The use of hashtags as a mechanism for categorizing content on Twitter has evolved over time and found its way into the educational arena. Now educators are employing hashtags for activities such as backchannels, challenge opportunities, field experiences, to name just a few. In this workshop, you will explore how hashtags can be used with Twitter and Instagram to increase learner engagement and gather ideas from a wider audience. With the guidance of an expert facilitator from the OLC Institute, you will develop your own strategy for using hashtags to support your instructional goals.

Learning Objectives

  1. Identify and explore uses of hashtags for teaching and learning

  2. Develop a strategy for using hashtags to support your instructional goals

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 and 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research 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 >

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 >

The syllabus is one of the most essential elements of any college level 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Well-designed online discussions address a number of research-based strategies critical to effective online learning and improved learning outcomes. Through online discussions, student-student and student-content interactions increase, and both faculty and students collaborate in the learning process as they explore unique perspectives. Join an expert facilitator from the OLC Institute in this seven-day asynchronous workshop to learn strategies for engaging learners in effective discussions as well as tools that can be employed to foster learner engagement and improve learning outcomes. Throughout the workshop, you will develop a plan for creating engaging and effective online discussions in your courses.

Learning Objectives

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

Format:
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

Are you looking for new multimedia strategies for your virtual classroom? Join experts from the OLC Institute as we explore an easy to use and often overlooked online video editing option, the YouTube Editor. This widely used video sharing website offers educators the opportunity to create multimedia resources that can be easily embedded into most learning management systems. In this collaborative learning environment, you will learn to implement effective video editing strategies as you combine and remix images, video, sound, narration and text for your own short video production.

Learning Objectives

  • Explore ways the YouTube Editor can be used to create engaging instructional media
  • Experiment with the YouTube Editor to edit and remix content
  • Develop a short video and an implementation strategy for your own course

Format

This is an asynchronous, week-long workshop which will begin on Monday and end on Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time for completion: 7 days.

Who Should Attend?

Faculty who teach in any modality

K-12 teachers

Instructional designers

Educational technologists

Librarians 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

  • Describe 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >

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 instructional 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 Monday and end on the following Sunday. The workshop will require approximately 6-8 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 >