Learning to Teach Online

Start Date: 07/05/2020

Course Type: Common Course

Course Link: https://www.coursera.org/learn/teach-online

About Course

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.

Course Syllabus

'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.

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Course Introduction

Learning to Teach Online This course will cover the most popular subject areas in K-12 education, with the emphasis on online technologies and challenges. Through lecture, lesson and individual teaching techniques, you will become adept at navigating the enormous sea of online material that is available. You will also learn how to use resources and content tools to create engaging and meaningful lessons. Through a combination of videos, illustrative (hand drawn) and computer-aided-development (CAD) designs, you will create a lesson plan that will help you teach technology-enabled materials. The course will cover topics such as how to prepare a lesson plan, how to create an effective video presentation, how to make sure lesson content is well structured, and how to ensure learning objectives are met. Upon successful completion of this course, you will be able to: - create effective lesson plans - organize and design an effective video presentation - make sure students understand the content and objectives of the lesson plan - evaluate the effectiveness of lesson plans and lesson content All of this will position you for future study or professional endeavor, and will allow you to add even more value to your teaching and learning by continuing to enhance your online presence. As a participant, you will: - watch videos and impressions of other participants in this course - take notes on what's going on - create and distribute your own lesson plans - take and distribute your own lesson content - create and distribute your own lesson resources

Course Tag

Teaching Online Learning Evaluation Planning

Related Wiki Topic

Article Example
TEACH Act Before the TEACH Act was signed into law educators and students were at a disadvantage with respect to the materials they were allowed to use and the way in which these documents were presented through the online learning environment. The TEACH Act made copyright laws regarding distance learning closer to the laws provided for face-to-face classrooms though there are still important differences (especially regarding full-length audiovisual works, such as movies and documentaries). Some of these benefits include:
Online learning community Types of online learning communities include e-learning communities (groups interact and connect solely via technology) and blended learning communities (groups utilize face-to-face meetings as well as online meetings). Based on Riel and Polin (2004), intentional online learning communities may be categorized as knowledge-based, practice-based, and task-based. Online learning communities may focus on personal aspects, process, or technology. They may use technology and tools in many categories:
Online Learning Consortium The Online Learning Consortium (OLC) helps learning organizations continually improve quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines. OLC supports the collaborative sharing of knowledge and effective practices to improve online education in learning effectiveness, access, affordability for learners and providers, and student and faculty satisfaction.
Online Learning Consortium The Online Learning Consortium, formerly called the Sloan Consortium (Sloan-C), is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education. The goal of the Online Learning Consortium is to "help institutions and individual educators improve the quality, scale, and breadth of online education." The Consortium was originally funded by the Alfred P. Sloan Foundation, and is now a non-profit, member sustained organization.
Online learning community An online learning community is a public or private destination on the Internet that addresses the learning needs of its members by facilitating peer-to-peer learning. Through social networking and computer-mediated communication, or the use of datagogies while people work as a community to achieve a shared learning objective. Learning objectives may be proposed by the community owner or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion (synchronous or asynchronous), audio, video, or other Internet-supported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.
Online Learning Consortium OLC maintains a catalog of degree and certificate programs offered by a wide range of regionally accredited member institutions, consortia, and industry partners; provides speakers and consultants to help institutions learn about online methodologies; hosts conferences and workshops to help implement and improve online programs; publishes the OLC View, the journal Online Learning (formerly the Journal of Asynchronous Learning Networks, JALN), and annual volumes of applied research studies; and conducts research, annual surveys on online learning and forums to inform academic, government and private sector audiences. OLC also offers an awards program and an effective practices database so members can share the lessons they have learned.
Online machine learning For the case of online learning, the data is still assumed to be i.i.d without access to all the data. A purely online model in this category would learn based on just the new input formula_18, the current best predictor formula_19 and some extra stored information (which is usually expected to have storage requirements independent of training data size). For many formulations, for example nonlinear kernel methods, true online learning is not possible, though a form of hybrid online learning with recursive algorithms can be used where formula_20 is permitted to depend on formula_21 and all previous data points formula_22. In this case, the space requirements are no longer guaranteed to be constant since it requires storing all previous data points, but the solution may take less time to compute with the addition of a new data point, as compared to batch learning techniques.
Online learning in higher education Online learning refers to courses offered by postsecondary institutions that are 100% virtual, excluding massively open online courses (MOOCs). In the domain of higher education there are two distinct methods in which a learner can engage with an academic institution; the traditional method of brick-and-mortar facilities and the virtual method through online learning. This article will focus on the virtual platform of online learning. Today's online learning is the newest development in distance education that began in the mid-1990s with the spread of the internet. Learner experience is typically asynchronous, but may also incorporate synchronous elements. The vast majority of institutions utilize a Learning Management System for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
Online learning in higher education Online learning emerged in 1989 when the University of Phoenix began offering education programs through the internet. In 1993 with the debut of the first Internet web browser, created by the University of Illinois, online learning began to flourish. In 1998, the first fully online programs were founded: New York University Online, Western Governor's University, the California Virtual University and Trident University International.
Online learning community Much literature promotes online learning communities as environments conducive to communities of practice as described by Etienne Wenger. eTwinning is a European online community operated by European schoolnet comprising more than 50,000 registered teachers.
Instructional design coordinator The advantages of online learning also motivate many instructors who teach in a traditional classroom setting to use online learning technology to supplement their curricula.
Online community These terms are taken from Edudemic, a site about teaching and learning. The article "How to Build Effective Online Learning Communities" provides background information about online communities as well as how to incorporate learning within an online community.
Online machine learning Progressive learning is an effective learning model which is demonstrated by the human learning process. It is the process of learning continuously from direct experience. Progressive learning technique (PLT) in machine learning can learn new classes/labels dynamically on the run. Though online learning can learn "new samples" of data that arrive sequentially, they cannot learn "new classes" of data being introduced to the model. The learning paradigm of progressive learning, is independent of the number of class constraints and it can learn new classes while still retaining the knowledge of previous classes. Whenever a new class (non-native to the knowledge learnt thus far) is encountered, the classifier gets remodeled automatically and the parameters are calculated in such a way that it retains the knowledge learnt thus far. This technique is suitable for real-world applications where the number of classes is often unknown and online learning from real-time data is required.
Online community According to an article published in volume 21, issue 5 of the "European Management Journal" titled "Learning in Online Forums", researchers conducted a series of studies about online learning. They found that while good online learning is difficult to plan, it is quite conducive to educational learning. Online learning can bring together a diverse group of people, and although it is asynchronous learning, if the forum is set up using all the best tools and strategies, it can be very effective.
Learning Incidental learning is an occurrence that is not generally accounted for using the traditional methods of instructional objectives and outcomes assessment. This type of learning occurs in part as a product of social interaction and active involvement in both online and onsite courses. Research implies that some un-assessed aspects of onsite and online learning challenge the equivalency of education between the two modalities. Both onsite and online learning have distinct advantages with traditional on-campus students experiencing higher degrees of incidental learning in three times as many areas as online students. Additional research is called for to investigate the implications of these findings both conceptually and pedagogically.
Online machine learning In computer science, online machine learning is a method of machine learning in which data becomes available in a sequential order and is used to update our best predictor for future data at each step, as opposed to batch learning techniques which generate the best predictor by learning on the entire training data set at once. Online learning is a common technique used in areas of machine learning where it is computationally infeasible to train over the entire dataset, requiring the need of out-of-core algorithms. It is also used in situations where it is necessary for the algorithm to dynamically adapt to new patterns in the data, or when the data itself is generated as a function of time, e.g. stock price prediction.
Online machine learning The simple example of linear least squares is used to explain a variety of ideas in online learning. The ideas are general enough to be applied to other settings, for e.g. with other convex loss functions.
Flexible learning Flexible learning saw significant development in New Zealand and Australia throughout the late 90s and early 2000s, along with investments in online learning. It has become synonymous with online learning in recent years, but only because online learning is currently a primary focus of educational institutions, to achieve flexible learning among other things.
Online machine learning In online convex optimisation (OCO), the hypothesis set and the loss functions are forced to be convex to obtain stronger learning bounds. The modified sequential game is now as follows:
Rotation model of learning The rotation model of learning involves the traditional face-to-face learning with online learning. In this, the time schedule is divided and fixed between these two processes or it runs on the teacher's discretion for a given course. The classroom teacher usually monitors both the face-to-face and online learning, and the online learning takes place on a one-to-one basis. Students rotate across online learning, small group instruction and pencil-pen assignments. This model includes four sub-models: