Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies?
The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson.
Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context.
This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.
Why is Online Teaching Important + Open and Institutionally Supported Technologies
-'Module 1: Why is Online Teaching Important' is about understanding where you are in the current educational landscape, and determining where you want to be. We will explore why online teaching is relevant to your teaching practice, and you’ll have an opportunity to reflect upon the opportunities and challenges you face in your own context. 'Module 2: Open and Institutionally Supported Technologies' focuses on helping you understand the benefits and restrictions of both broad categories of technologies. We’re all familiar with different social media technologies, and many of us will be aware of larger institutional online learning systems. In this module we will ask you to think about the reasons why you might want to use freely available online tools for your teaching - or your institution's learning management system. Important considerations such as which types of technologies are suitable for a range of different activities will also be explored.
Planning Online Learning + Online Learning Activities
-'Module 3: Planning Online Learning' will explore the importance of planning online learning from a pedagogical perspective rather than a technology driven one. Careful planning is one of the most important aspects of teaching online, and success often depends upon taking the time to consider all of the different aspects of the online learning experience before you begin. The content and activities will explore the concepts of constructive alignment, choosing which aspects of a class are best done online or face-to-face, building digital literacy capabilities within your students, and examining your own motivations for wanting to teach online in the first place. 'Module 4: Online Learning Activities' will identify important considerations you need to keep in mind when developing online learning activities for your students. We will offer advice about how to plan an online activity, and help you think about which may be appropriate for your own students. When you are new to the process, understanding which online technology best supports different learning activities can be daunting. This module, along with a range of case studies, and activities, will explore the relationship between different technologies and specific activities in more depth.
Online Assessment Strategies + Online Resources
-'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.
Engaging and Motivating Students + Evaluation Strategies
-'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.
Question and Answers
-Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q&A videos have been collated according to their relevance to the Modules of the course.
I am taking this course right now and am very disappointed. You are supplied with supplementary materials tailored to your needs, based on a your responses, but many of the articles on the lists supplied to me are dead links or are 10+ years old. The...
I am taking this course right now and am very disappointed. You are supplied with supplementary materials tailored to your needs, based on a your responses, but many of the articles on the lists supplied to me are dead links or are 10+ years old. The list I received yesterday contained 10 articles, 3 were dead links and several were from the early 2000s. One was a book- how useful is that to someone taking an online course? Do I have time to stop and read an entire book? Today I took another assessment quiz to teach the system which online assessment tools I know. I was given 8 options. Choosing ANY option other than #8 (I know this, I've used this, NA) yielded an INCORRECT response. The only "correct" response was "I'm already using online assessment tools." I'm not- I came here to learn about them. Refund period has passed. I'm out $50.
Anonymous completed this course.
The course has some good information and is laid out logically. The assignment instructions are rather broad, and many students have trouble latching on specifically to what they need to do. It would have been very helpful to see an example of a successful...
The course has some good information and is laid out logically. The assignment instructions are rather broad, and many students have trouble latching on specifically to what they need to do. It would have been very helpful to see an example of a successful assignment.
I have 2 master’s degrees with a 3:8 average on a 4 point scale, so I know about reading assignments carefully and using research data to back up my points. The majority of the people taking this course do not, and they often answer the questions they want to answer, rather than the ones given in the assignment. The problem with the course is that these are the very people who are evaluating YOUR work.
As a student in the class, I was required to evaluate 6 papers. Three of them did not answer the given questions or give any indication that they had read the course material to inform their answers.
On the first assignment, I received a perfect score of 23 out of 23. On the second assignment, I included even more detail and more sources. Two of the evaluators gave me competent or outstanding on all of the questions. One gave me the lowest score, just above a zero on all of the questions. As a result, I scored a 73%. The feedback they all gave were just brief phrases and very unhelpful, things like “go more step by step.” That wasn’t in the rubric at all,
From my experience, about half of the students are clueless. If 2 of them are assigned to evaluate your work, you could very well fail even with exemplary work.
There needs to be some way that the teachers identify that students understand the assignment before they evaluate others.
Anonymous completed this course.
I loved it. The professors use the skills and techniques the teach to present the latest in how to learn. By using and practicing the skills, one can become a better learner in any discipline. I highly recommend the class.