A directory of online degrees, certificates & courses from online colleges and online universities, resources and articles regarding online learning and elearning.
Teaching is the best job in the world. You help people. You spend your work life energy participating in an endlessly fascinating process. You also get paid to learn.
Online teaching adds geographical independence and a big dose of entrepreneurship to the life of a teacher. I've found that to be a very good thing.
I try to keep our students informed of new jobs as I find them. However, when I search I find thousands of online teaching jobs. I can't republish them all on my E-Learning and Online Teaching Jobs Blog. Instead, I want to show you where you can find those job leads for yourself. (Don't miss the RSS feeds highlighting e-jobs found in the right hand column of this blog.)
I'm convinced, that at this very moment, the perfect online teaching job is waiting for any talented teacher with the right combination of subject matter skills, e-learning training and professional networking.
The E-Learning Employment Triangle:
With the proper qualifications most work will come through your professional network. But that doesn't mean you shouldn't search directly for work and put together the necessary paperwork to land the online teaching jobs you seek.
Here are two job search engines that produce results. Take the time to set up accounts and upload fresh resumes. Be sure your online e-portfolios are polished and ready for a critical eye. Then start searching!
One final hint: These snapshots represent searches for very recent jobs. You can also search for all job listings because even if the institution doesn't have a job available right now, you might land one in the future. Don't under estimate the power of getting your application into the Adjunct hiring pool.
Read More about Finding E-Learning Jobs! Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:
Eric Mazur: "I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly."
Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University.
Dr. Mazur is author or co-author of 243 scientific publications and 12 patents. He has also written on education and is the author of Peer Instruction: A User's Manual (Prentice Hall, 1997), a book that explains how to teach large lecture classes interactively. In 2006 he helped produce the award-winning DVD Interactive Teaching. (also see: Peer Instruction: Ten years of experience and results.)
John Seely Brown Dava Newman John Belcher March 10, 2010
“Playing at its deepest sense -- making, testing, trying, riddling the system -- that’s the thing.... If that isn’t an interesting description of deep research, I don’t know what is.” ~John Seely Brown
Colorado teacher Kristin Kipp is living the dream of every teacher. She's teaching effectively and making a difference in the lives of her students. She's also home with her children as they grow and prosper.
Skill, dedication, and talent open doors to opportunities we might not even realize are there.
Congratulations Kristin! Keep doing the good work!
All call for Graduates of the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
I've sent out a request to all graduates of our program to complete a follow up survey. I want to find out where you are and what you are doing with your E-Learning Certificate. Special thanks to all who have replied! The Wordle below was created with the text from just one of the questions on our survey:
Has earning your certificate changed your work life?
If you are a graduate of our program who has not yet completed the survey, please write me and I'll send you the link.
Dennis O'Connor Program Advisor E-Learning & Online TeachingSchool of Education Online Professional Development University of Wisconsin-Stout Wisconsin's Polytechnic University 530-318-1145 (Cell) Skype: wiredinstructor2 oconnord@uwstout.edu
Many traditional learners who enter the Online Teaching Graduate Certificate program at UW-Stout go through a period of adjustment during the first course, E-Learning for Educators. There is so much information in the class, so many new ideas, so many intriguing resources that the desire to read everything and click every link can be overwhelming.
I like to remind folks that our classes are "8 week intensives". The courses earn the same number of credits as a traditional face to face 18 week graduate course. I think that helps when to adjusting to the work load.
The other thing I do is send our students to Joan Vandervelde's Tips on reading during an online class. Joan's great advice goes a long way to help students learn hypertext reading habits. I also remind our students that each course remains open at least a year. This means they return and review the resources and discussions as they see fit. Indeed, those that go on to the E-Learning Practicum class are expected to revisit each of their courses as part of a culminating e-porfolio project.
Traditional students are stuck on the idea that they have to read everything and follow every link. You just can't do that in 8 weeks or 8 years. Reading hypertext resources requires persistence, and focus. The information filtering theme in the first e-learning course is about selectively pursuing interests, and using the Diigo social bookmarking system to save, tag, annotate and share resources you want to revisit or remember in the future.
When I first started as an online student I made a notebook of printed pages for each of my classes. I recall the sense of old time order and control it gave me to print the assignments, punch three holes, and divide it all into flip book order. I think I did that for the first 4 courses of my masters degree. Luckily I evolved out of that habit; saving a forest over the last 10 years!
The journey from online student to online teacher is an intense and fascinating experience. Changing ingrained learning habits, understanding how to think with technology, figuring out how to project your voice and mind across the Internet, and being able to tolerate the ambiguity of a constantly changing digital landscape will help us all be lifelong learners in the 21st Century!
A question for all who teach and learn online: Which 'old school' habits do you want to change? Which will you hold on to?
You're just a few clicks away from having a running start on your new virtual school! Save yourself a year's worth of meetings and research. This formula gives you the ingredients. Just add courage and vision and start cooking.
University of Wisconsin-Stout maintains a pool of qualified individuals who would like to teach online courses. This is an open invitation to apply for the University’s Adjunct Instructor Pool. Individuals with online teaching experience and appropriate degrees in instructional areas offered at University of Wisconsin-Stout are encouraged to apply.
Candidates with e-learning and online teaching certificates and online e-portfolios should emphasize that experience when completing the the web-based application.
The university is building a pool of qualified subject experts with professional online teaching skills to teach general education courses at the undergraduate level. Additional opportunities are available at the graduate level for teaching instructional design, reading/literacy, using games to assess learning
Please do not send resumes or applications to this blog. Only applications submitted to the Adjunct Pool will be reviewed for spring 2012 openings.
Adjunct Professors, K-12 Educators, Corporate Trainers, Health Educators, Curriculum specialists: Hone your skills so you can compete in a growing job market!
Explore online and blended applications for e-learning using an open source learning management system, Moodle, and the D2L learning management system. You will have the opportunity to create your course content with Moodle, an inexpensive way for educators to create an effective online course.
The course provides a strong foundation in e-learning and online teaching theory and technology. Emphasis is on developing a community of practice founded on critical reflection, personal interaction, and rich experiences with web 2.0 tools. E-Learning for Educators is is the recommended first course in the E-Learning and Online Teaching Graduate Certificate program.
Activities include hands-on experience with Web 2.0 tools such as social bookmarking, blogs, podcasts, personalized search tools, surveys, quizzes, and discussion systems.
This course prepares learners to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, health care and government agencies. The emphasis is on what you can use right now in your teaching or training.
This course introduces educators to the hands on realities of teaching online. Using Moodle and D2L teach and learn as both a student and an instructor. Discover e-learning best practices and create discussion forums, online surveys, quizzes and e-portfolios.
EDUC 760 E-Learning for Educators 3 graduate credits This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.
Sections are nearly full:
Dates: Choose one section:
EDUC 760 901 October 3 – November 30, 2011 Instructor: Dennis O'Connor EDUC 760 902 October 3 – November 30, 2011 Instructor: Sara Turansky
"It was a great first experience with online learning! I would, I have, and I will, recommend the course to colleagues with whom I work, and I would consider another online course without hesitation. I couldn't have asked for a better experience!" ~ Middle School Librarian, Los Angeles, California
"I enjoyed the instructor(s) and their focus on organization and professionalism." ~ Instructor at Waukesha County Technical College, Pewaukee, Wisconsin
"Prior to beginning the class, one of my most strongly held notions was that the interaction and level of engagement in an online course environment could not come close to the experience one has in a face to face class. While I don't know that I am ready to fully embrace the concept that one should be able to earn a high school diploma or a Bachelor's degree completely online, I certainly believe there is tremendous value, rigor, and powerful sense of community that can be developed in a thoughtfully constructed course with a skilled teacher shepherding the process. " ~ Middle School Librarian, Los Angeles, California
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
People expect to be able to work, learn, and study whenever and wherever they want.
The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
Critical Challenges
Digital media literacy continues its rise in importance as a key skill in every discipline and profession.
Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching.
Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university.
Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike.
Technologies to Watch
The six technologies featured in the 2011 Horizon Report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative inquiry.
Time-to-Adoption: One Year or Less
Electronic Books Relevance for Teaching, Learning, Research, or Creative Inquiry Electronic Books in Practice
Mobiles Relevance for Teaching, Learning, Research, or Creative Inquiry Mobiles in Practice Time-to-Adoption: Two to Three Years
Augmented Reality Relevance for Teaching, Learning, Research, or Creative Inquiry Augmented Reality in Practice
Game-Based Learning Relevance for Teaching, Learning, Research, or Creative Inquiry Game-Based Learning in Practice For Further Reading
Time-to-Adoption: Four to Five Years
Gesture-Based Computing Relevance for Teaching, Learning, Research, or Creative Inquiry Gesture-Based Computing in Practice Learning Analytics Relevance for Teaching, Learning, Research, or Creative Inquiry Learning Analytics in Practice
Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device.
In-depth analysis of mobile learning research, trends, instructional strategies, curriculum integration, professional development, and on-the-job training using handheld technology such as the iPad, iPod Touch, iPhone, and smartphones.
This course will explore learning design, content, and critical factors that need to be considered for successful application in a mobile environment. It will help educators and trainers develop effective pedagogy and instructional strategies that capitalize on learners' interest and access to mobile technology and use that familiarity to meet learning, professional development and training goals.
Ann Bell Author/Online Instructor and Course Developer
I recommend Brian Robison's How to Teach Online website. Brian has done a wonderful job of explaining how an adjunct instructor, online professor, or virtual schoolteacher can compete effectively for the many online teaching opportunities available across the country and around the world.
Sign up for Brian's E-Learning Tips newsletter. He's very clever, has great insights, and is good writer. Brian has created a series of highly informative articles, many backed up by a training video, that will walk you through the process of finding and keeping online teaching jobs.
You'll learn how to juggle multiple jobs with different online campuses. He'll help you understand time management and the necessity of getting organized before you are swamped with responsibilities. your time as you dig in to find enough online work to make a reasonable living. He talks sense about writing resumes and CVs, sending applications, and professionalizing your email. He also has rock solid advice on how to keep re-applying for e-jobs in a way that will keep an HR manager interested. Consider his advice when you're told a school is not hiring.
To develop a full time job as an Adjunct Instructor you must pro-actively work to grow your employment base beyond a single institution. It's not wise to have all of your eggs in one basket. Most adjuncts create a full-time online job by teaching courses for a number of schools.
Most of this is just good common sense that Brian will explain to you in upbeat clear prose. It helps to get advice from an online pro who thinks deeply about the job search realities of being an online adjunct instructor. He'll show you how to search for jobs and cope with the confusing and sometimes frustrating pursuit of online employment.
As I explained in my article, Finding E-Learning Jobs, you must develop your subject matter expertise, grow your professional network, and polish your online teaching skills. Once you're prepared to teach online you'll need determination and a solid plan to find the right jobs.
Powerful New Ways to Use ePortfolios in the Classroom
The E-Learning and Online Teaching Graduate Certificate program at UW-Stout includes the class by class development of an online portfolio. The portfolio features artifacts of learning that demonstrate both the technical expertise and theoretical knowledge regarding e-learning and online teaching. During the Practicum, in addition to actively teaching in an online class, participants finalize their portfolios with an emphasis on career development. Portfolios help distinguish any application for an online teaching job.
Here's an overview of the e-Portfolio project that is finalized during the E-Learning Practicum. Numerous examples from program graduates are included.
This video will give you additional insight to ePortfolios:
This week's blog features top resources and emerging uses of ePortfolios in the classroom, including reflective practice and implementation challenges. Explore new ways of using digital portfolios to showcase, assess and deepen learning.
Googlios This site is where Google tools meet ePortfolios. It offers a collection of resources for those interested in using ePortfolios in Education. You will also find solid videos and examples using Google Sites.
ePortfolios with Google Apps Helen Barrett's extensive experience with eportfolios is evident in her comprehensive guide to using Google Apps for ePortfolios.
Is the Future of ePortfolios in Your Pocket? Helen Barrett challenges educators to consider how mobile learning tools can be used to capture learning "on the fly" for ongoing revision of eportfolios.
Tech Tip: Google Docs Secrets: 21 Power Tips For the Productivity Suite
Keir Thomas provides some little-known tips about Google Docs features, such as: creating drawings within presentations, fixing pictures into position, and dragging images directly from the desktop in Firefox or Chrome.
This post is based on the work and research of Karen Franker, Editor of UW-Stout's Tech Tips for Educators. Karen provides a rich archive of information that is constantly updated. Visit and Bookmark!
Read More about Finding E-Learning Jobs! Here are more articles about strategies for finding online work, and the kinds of preparation and paperwork you should be working on:
Adjunct Professors, K-12 Educators, Corporate Trainers, Health Educators, Curriculum specialists: Hone your skills so you can compete in a growing job market!
Explore online and blended applications for e-learning using an open source learning management system, Moodle, and the D2L learning management system. You will have the opportunity to create your course content with Moodle, an inexpensive way for educators to create an effective online course.
The course provides a strong foundation in e-learning and online teaching theory and technology. Emphasis is on developing a community of practice founded on critical reflection, personal interaction, and rich experiences with web 2.0 tools. E-Learning for Educators is is the recommended first course in the E-Learning and Online Teaching Graduate Certificate program.
Activities include hands-on experience with Web 2.0 tools such as social bookmarking, blogs, podcasts, personalized search tools, surveys, quizzes, and discussion systems.
This course prepares learners to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, health care and government agencies. The emphasis is on what you can use right now in your teaching or training.
This course introduces educators to the hands on realities of teaching online. Using Moodle and D2L teach and learn as both a student and an instructor. Discover e-learning best practices and create discussion forums, online surveys, quizzes and e-portfolios.
EDUC 760 E-Learning for Educators 3 graduate credits This is the introductory course in the E-Learning and Online Teaching Graduate Certificate, is an approved elective in the online Master of Science in Education degree program, and is open as an individual course to students seeking professional development.
Sections are nearly full:
Dates Choose one section: EDUC 760 900 September 19- November 11, 2011 Instructor: Jim Erbe EDUC 760 901 October 3 – November 30, 2011 Instructor: Dennis O'Connor EDUC 760 902 October 3 – November 30, 2011 Instructor: Sara Turansky
"It was a great first experience with online learning! I would, I have, and I will, recommend the course to colleagues with whom I work, and I would consider another online course without hesitation. I couldn't have asked for a better experience!" ~ Middle School Librarian, Los Angeles, California
"I enjoyed the instructor(s) and their focus on organization and professionalism." ~ Instructor at Waukesha County Technical College, Pewaukee, Wisconsin
"Prior to beginning the class, one of my most strongly held notions was that the interaction and level of engagement in an online course environment could not come close to the experience one has in a face to face class. While I don't know that I am ready to fully embrace the concept that one should be able to earn a high school diploma or a Bachelor's degree completely online, I certainly believe there is tremendous value, rigor, and powerful sense of community that can be developed in a thoughtfully constructed course with a skilled teacher shepherding the process. " ~ Middle School Librarian, Los Angeles, California
September 19 – November 18, 2011, 2011 Register Now! This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.
Course activities include hands-on practice using synchronous and asynchronous communication technologies.
You will actively: facilitate, explore questioning skills, conflict resolution, netiquette, and collaborative learning through problem solving scenarios, simulations, and online discussions.
You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.
Don't miss this chance! Register Today! EDUC 761 Creating Collaborative Communities in E-Learning 3 graduate credits Totally online - no travel to campus required
No extra fees or surcharges for out of state or international participants.
Kay and I first met when we were going to school together (online) earning our masters degrees in online teaching and learning. She has been a vital part of my personal learning network ever since. In many ways an adjunct professor is like a rōnin samurai. We have to keep our skills sharp to survive in a challenging landscape.
Since so many readers of this blog are seeking to advance their online teaching careers I want to share a blog post Kay did recently on the realities and strategies of working online. Kay is wise and highly skilled.
In all fairness... I do have a dream job!
"...It works because I've made it work. I've curated a full time job by piecing together courses from several institutions, freelance-style, within an educational industry that has yet to figure out what its going to be when it grows up and become technologically self-aware."
I find it ironic that a virtual school symposium has no online attendance options. However, if you're in the Midwest and involved in K-12 Online Education, this is the conference to attend. (To be fair iNacol does sponsor a number of Webinars every year.)
The conference is organized by iNACOL ( The International Association for K-12 Online Learning). I've been a member of iNacol since 2005. It has become the foremost professional organization for Virtual Schooling in the world.
I always recommend joining iNacol to the K-12 educators in our E-Learning and Online Teaching Graduate Certificate Program. To build a career in E-Learning you need to create a professional network. Getting involved with iNacol is an important part of building your connections.
K-12 Virtual School?
These YouTube videos provide an overview of what is happening now in virtual schools across the country. They were created by Edutopia, another networking center that will reward any virtual teacher who pays attention with resources and connections worth having!
Virtual School Symposium (Details)
The International Association for K-12 Online Learning's annual conference, the Virtual School Symposium (VSS 2011), is November 9 - 11, 2011 at the JW Marriott in Downtown Indianapolis. The theme of this year's Virtual School Symposium (VSS) is "Empowered to Perform: Online and Blended Learning Models."
Online and blended learning are important innovations in K-12 education. The VSS conference provides professional development for K-12 online and blended learning for more than 2,000 K-12 administrators, policy leaders and practitioners; important networking opportunities; access to expertise and analysis, trends and research; and thought-provoking sessions for leaders looking to help shape the future of education. Attendees will find solutions for college-readiness, credit recovery, core and advanced courses, as well as target personalized learning solutions and competency-based pathways for students across the K-12 grade-levels.
New Preconference Sessions Announced! iNACOL is pleased to announce 15 preconference workshops on Wednesday, November 9, 2011. Participants can choose from a variety of half and full day sessions on important topics in the field of K-12 online and blended learning. Learn from experts, participate in engaging discussions, and gain a deeper understanding of these important topics.
iNACOL is pleased to announce two new VSS pre-conference sessions:
Blended/Hybrid Learning 101 - From Inception to Implementation lead by Michael Horn and Heather Staker from Innosight Institute.
Experts have noted that the majority of K-12 online learning in the United States is likely to happen in blended learning environments--and districts and charters are already responding and creating a variety of different models to personalize learning for students. This session will involve deep participant discussion to explore what blended learning looks like in the trenches. What is it? What are the different models of implementation? How do schools get started? How does one evaluate what tools--software and resources--to use when creating the model? Thought-provoking panels will include the experts, consultants and school personnel who are starting up and running blended learning programs.
Best Practices for Online Teachers with iNACOL/SREB’s National Online Teacher of the Year, Kristen Kipp
Award-winning National Online Teacher of the Year, Kristen Kipp, will lead this session designed for online teachers to share best practices from their online classrooms. Expert panels will include information on building community in the online learning environment and working with at-risk students online. Participants will have the opportunity to engage in round table discussions on current issues in online teaching including motivating students, differentiation, academic integrity, and assessment. All ideas will be grounded in the very best online teaching practices and research. Participants will leave with new ideas of how to improve and enrich the teaching in their program.
Many more! VSS half-day workshops and full-day preconference workshops on November 9 include:
• Administration and Management of Online Programs • Colloquium on Researching and Evaluating Blended Learning • Evaluation in K-12 Online Learning • Google Workshop for Educators (Online Teacher Edition) (Full day) • How to Start an Online Program Preconference Session (Full day) • Issues of Diversity in Online Learning • Learn Moodle! An Open Source Learning Management System • New Learning Models – Mobile Learning, Game-Based Learning, and School Turnarounds • Online Christian Education Association (OCEA) Symposium • Online STEM Initiatives: A Hands-On Training Workshop (Full day) • Open Educational Resources Workshop (Full day) • Professional Development for Online and Blended Teachers: Identifying Successful Practices and Addressing Challenges • Web 2.0 and Emerging Technologies for Online Learning
Full descriptions and registration for all of the preconference sessions are now available on our website at http://www.virtualschoolsyposium.org. Seating is limited for all sessions, so sign up soon!
Online and blended learning offers new delivery systems to maximize capacity -- doing more for students - even in times of economic distress. To learn more about online and blended models in K-12 education, the iNACOL annual conference provides access to experts and networking opportunities to learn more about new learning models, digital content innovations and technology tools for next generation learning.
iNACOL is the International Association for K-12 Online Learning, a non-profit 501(c)(3) membership association based in the Washington, DC area with more than 3,800 members. iNACOL is unique in that its members represent a diverse cross-section of K-12 education from school districts, charter schools, state education agencies, non-profit organizations, colleges, universities and research institutions, corporate entities and other content and technology providers (www.inacol.org).
To ensure proper delivery of our email messages to your inbox (not bulk or junk folders), add info@inacol.org to your Address Book or Safe Sender List.
Here is another thoughtful and interesting project from Kathy Schrock. The graphic is interactive. Click the Google App image and you'll open the Google tool.
Just thinking about how these Technologies relate to the levels of Blooms Taxonomy is a step in the right direction. What is the right direction? How do we engage today's learners?
Answer: Use modern technology for enhanced critical thinking.
E-Learning and Online Teaching Graduate Certificate Program - In 3-Dimensions
Click Enter Full Screen for Maximum Impact!
Augmented Reality
I was intrigued by a recent article in ISTE's Learning and Leading with Technology Journal (June/July 2011) called Abracadabra - It's Augmented Reality! by Raphael Raphael. I've been doing some light research on the field since it turned up in the Horizon 2011 Report as a technology that's just starting to work it's way into education. Educause predicts that 5 years from now AR may be a significant part of any online instructor's toolkit. From what I've seeing now I agree.
I was a classroom teacher for 25 years. I loved grabbing new tech and creating multidisciplinary units with the incredible team of teacher I worked with in middle school. AR tech is something I would have adopted in my 4-wall reality practice, and it naturally fits my current world as an online instructor.
CommonCraft has an excellent video overview to help you see what's coming with this new technology. They include provocative ideas about both mobile applications and desktop possibilities. I love the idea of a screen embedded in my glasses!
This really is something you have to see to believe.
To give you a better understanding of what AR looks like here are several videos. The potential for this technology in online teaching and learning (as well as blended and face to face classrooms) is astounding!
I'm going to add Augmented Reality to the list of suggestions I offer students for an independent research project we do during the first course, E-Learning for Educators, in the Graduate Certificate program.
One of the reasons I'm so deeply committed to online teaching and learning is that there's always something new on the horizon. While the fundamentals of teaching remain the same, the opportunities to engage with new ideas using evolving technology is never ending. I've never been bored teaching, but I have always yearned for away to move my mind into time and space beyond the traditional 4 walls of a classroom. It's a great time to be an e-learning instructor!
This Lego Kiosk Video shows AR working in the market place right now.
I was delighted by how easily and intuitively Zooburst works. I built my first attempt at AR in about 20 minutes. What you're seeing now is just a first step. I need to explore how to integrate the video aspect of this system into things as well. As it stands you have a 360 degree image, but not a lot of dynamic information. I'll be working on that!
The Zooburst system, which is promoted as a digital storytelling program, has a free account and a very reasonable premium edition already set up with teachers in mind. The digital story telling possibilities of this technology, combined with the additional video production possibilities make this a very appealing technology for online instruction. I'll be introducing Zooburst in my online writing class Teaching and Assessing Writing with the 6-Traits this summer as well. Reading and writing teachers are always looking for high motivation activities to help their students become engaged while they become literate.
Here are some resources for investigation. Thanks to ISTE author Raphael Raphael for many of these links!
The courses at UW-Stout are open to learners from around the world. Over the years in addition to North America, I've worked with people from most of the countries of Europe, the Middle East, and Asia. In addition to a large group from the Wisconsin, last semester we had participants from Minnesota, Illinois, Iowa, Vermont, New York, Delaware, Pennsylvania, Maryland, Georgia, Florida, California, and Alaska. From overseas there were teachers connecting from Korea, China, Taiwan, Okinawa, Dubai, Germany, Austria, and England.
Joining our classes means you are preparing to learn and make a living well beyond the boundaries of our home towns.
Teaching Tactics: Notes Become Grade Book Comments
I'll often write my responses into the grade comments area of the course management area as I read the posts. This helps me capture my thinking, without jumping into the discussion too early or too often. D2L allows me to make preliminary notes in a grade field invisible to participants. This way I capture my thinking about each post as I read and work a bit on my comments for the week. I can then paste my reactions into the public discussion when I'm ready to wrap up the week.
Discussion Dynamics
You might ask, why not just post what you have to say in the discussion? An instructor already has a big voice in a class. I write my own classes, so my voice is present in both the content and the discussions. I don't want to dominate a conversation or cut it short. At the same time I want students to know I'm present, and attentive. Walking this fine line between either hijacking a conversation or disappearing as the discussion rushes by is one of the skills all online instructors must constantly practice.
Seasoned Faculty
All of the instructors in our program are highly experienced professionals with exceptional online teaching abilities. At the same we're all teachers and learners tuned to the needs of those just entering the field. Our goal is to help you learn both the theory and practical every day technology driven realities of working and teaching online.
How Dreams Become Goals
If you've ever dreamed of giving up the commute to the classroom for the freedom of e-learning, now's the time to turn your dreams into goals. Join us for a great semester of online teaching and learning!
June 20 - August 12, 2011 Register Now! This course provides you with real hands on experience. You'll learn how to create a sense of online community as you facilitate discussions with your peers. This is an opportunity to practice online teaching skills in a caring, personalized and supportive environment.
Course activities include hands-on practice using asynchronous communication technologies. You will actively: facilitate, explore questioning skills, conflict resolution, netiquette, and collaborative learning through problem solving scenarios, simulations, and online discussions. You will investigate time management strategies and pitfalls to avoid when designing and facilitating online class activities and explore various assessment tools to analyze and evaluate student participation in online discussions.
Don't miss this chance! Register Today! EDUC 761 Creating Collaborative Communities in E-Learning 3 graduate credits Totally online - no travel to campus required
No extra fees or surcharges for out of state or international participants.
The instructors for the UW-Stout E-Learning course Collaborative Communities (register now for Summer 2011 Session: June 20 - August 12, 2011), Kay Lehmann and Lisa Chamberlin have been experimenting with uses of social media to support their eLearning certificate program course. Kay and Lisa are the authors of Making the Move to eLearning: Putting Your Course Online. They use Twitter daily.
According to Kay, "Twitter provides us with links to good resources and articles as well as letting us network with some of the finest minds in the fields of education and online learning. We want our students to join us on Twitter. We advise them they can be lurkers, meaning they don't have to post messages, known as tweeting. We think everyone needs a Professional Learning Network (PLN) and your PLN is incomplete if you are not using Twitter."
How do you join Kay and Lisa on Twitter? Go to http://twitter.com and click "Sign up now" button. Complete the form and create your Twitter account. Fill in your profile page. Go to settings and complete the "Account tab", "Notices" tab, and "Picture" tab (you can use an avatar of your choosing but most Twitter users do have some sort of visual identifier). These are the most vital.
Use the Find People button and search for chamberln_Instr and kay_lehmann and start following both of them. Lisa also posts as chambo_online
Messages for the students in the Collaborative Communities course will include #ccstout in the tweet. This phrase preceded by a # is known as a hashtag, it is a way to mark tweets and make them searchable. There are other hashtags which may be of interest to people in the eLearning certificate program including #eLearning or #mLearning.
Kay Lehmann, EdD lehmannk@uwstout.edu C 509-520-1046 (Pacific time zone) Online Professional Development College of Education, Health and Human Sciences University of Wisconsin-Stout http://www.uwstout.edu/soe/profdev/ Co-Author of Making the Move to eLearning: Putting Your Course Online
EDUC 763 Instructional Design for E-Learning (Register Now)
If you’re trying to figure out what to do with your online course, either because it seems lifeless or you wonder what could be different, Instructional Design for eLearning may be for you.
Or, if you want to find out more about what goes into designing and delivering quality education online, this is definitely for you! We cover the theoretical and the practical sides of organizing learning events for online delivery.
Delivered in a highly engaging and interactive asynchronous format, the class examines topics such as theories of learning, linking objectives to assessment and methods for presenting content. The course addresses issues for K12, higher education and corporate trainers.
This class is taught by Dr. Susan Manning, e-learning professional and co-host of the great podcast series, The Greenroom at Learning Times.org. Susan has also recently authored (along with Keven Johnson) the new book Online Education for Dummies.
