Teaching Online Core Competency Credential v. Aims to help faculty achieve online educator effectiveness. Course focuses on creating relevant, flexible activities and assessments in Moodle. Identifying a potential violation in your own practices in regards to ADA, FERPA, and copyright.
Teaching Online Core Competency Credential v. Aims to help faculty achieve online educator effectiveness. Course focuses on creating relevant, flexible activities and assessments in Moodle. Identifying a potential violation in your own practices in regards to ADA, FERPA, and copyright.
Teaching Online Core Competency Credential v. Aims to help faculty achieve online educator effectiveness. Course focuses on creating relevant, flexible activities and assessments in Moodle. Identifying a potential violation in your own practices in regards to ADA, FERPA, and copyright.
GOALS – Why does this course exist? 1. To
help
faculty
achieve
online
educator
effectiveness.
2. To
get
faculty
prepared
for
Moodle.
ACTIONS – That suggest the goals are met. 1. They
adjust
their
syllabus.
2. They
communicate
expectations
and
feedback.
3. They
respond
in
a
timely
manner.
4. They
encourage
collaboration.
5. They
create
relevant,
flexible
activities
&
assessments.
6. They
“chunk”
their
content.
7. They
create
complete
lessons.
8. They
follow
ADA,
FERPA,
&
copyright.
9. They
evaluate
their
own
practices
for
continual
improvement.
10. They
can
edit
stuff
in
Moodle.
11. They
can
share
stuff
in
Moodle.
12. They
can
grade
stuff
in
Moodle.
13. They
can
do
imports
in
Moodle.
14. They
can
help
others
with
issues
related
to
Moodle
or
teaching
online.
ACTIVITIES – That create those actions. 1. Submit
a
copy
of
your
current
syllabus,
highlighting
5
changes
that
could
be
made
to
make
it
more
appropriate
for
an
online
class.
2. Identify
a
potential
violation
in
your
own
current
practices
in
regards
to
each
of
these
three
areas:
ADA,
FERPA,
&
copyright
law.
3. Take
a
unit,
lecture,
or
lesson
from
your
current
class
and
transform
it
into
a
mini-‐lesson
for
online
delivery
including
a
collaborative
activity
for
credential
class
peers.
4. Create
a
scoring
rubric
for
your
collaborative
activity.
5. Prepare
a
screencast
describing
how
to
participate
in
your
collaborative
activity.
6. Execute
the
collaborative
activity
with
your
peers.
7. Grade
and
provide
feedback
on
a
peer’s
participation
in
your
collaborative
activity.
8. Write
a
reflection
on
your
mini-‐lesson
and
activity
to
assess
strengths,
weaknesses,
and
ideas
for
enhancement.
9. Import
your
lesson
into
your
own
course
shell.
INFO – provided for user to perform activities. 1. Components
of
a
quality
online
syllabus.
2. Current
ADA,
FERPA,
&
copyright
law.
3. Components
of
a
mini-‐lesson.
4. Ways
to
collaborate
with
examples.
5. Training
on
Moodle
icons
and
menus.
6. Components
of
an
effective
scoring
rubric.
7. Tools
and
instructions
for
creating
a
screencast.
8. Tips
for
providing
feedback
online.
1edited GROUP 11 - THE EFFICACY LEVEL OF ACCOUNTANCY STUDENTS LEARNING STRATEGY IN ATTAINING THE RETENTION POLICY IN LA CONCEPCION COLLEGE BASIS FOR LEARNERS ENHANCEMENT PROGRAM