Virtual School Meanderings

February 9, 2018

E-Learning Graduate Certificate Program

Also from Tuesday’s inbox…

E-Learning Graduate Certificate Program


Checklist for Online Instructors

Posted: 05 Feb 2018 05:30 PM PST

Checklist for Online Instructors

This resource offers best practices in online instruction from the online teaching staff at the University of Wisconsin-Stout Online Professional Development Department.

The checklist presents best practices in online teaching. Included are essential ideas for all online instructors during all stages of an online course.

  • What do you do before the class starts?
  • What should be accomplished during the first week of class?
  • What expectations should be met during the class?
  • How do you make the most of your last week of class?

Each stage includes checklists for: 

  • Managerial Expectations
  • Social Expectations
  • Pedagogical / Instructional Design Expectations.
  • Technical Expectations

This resource captures the wisdom of our online teaching team! It was developed to help all new online instructors at University of Wisconsin-Stout as well as the interns in our ELearning Practicum Classes.

This is the talk we walk.  It is important to have a reference we can give to new online instructors. We summarized all of the field smarts developed by our online staff over the years.

We would love to hear more suggestions for online instructor best practices. 

Have you any resources or ideas to share?

February 6, 2018

E-Learning Graduate Certificate Program

From Saturday’s inbox…

E-Learning Graduate Certificate Program


Enroll Today! EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching

Posted: 03 Feb 2018 11:33 AM PST

EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching
EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching

EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching

Online Course 3 semester hours graduate credit

Instructor: Sara Turansky

If you’re feeling anxious about teaching math, this course will help you develop a math mindset as a teacher and share this enthusiasm and confidence with your students.

You Will Learn

  • instructional strategies to implement the Common Core math standards
  • math interventions to help students who struggle to learn mathematics
  • instructional technology and apps that will have a positive impact on learning.

Course Description

Research, issues and problems related to teaching PK-5 mathematics, including problem-based learning, curricular decision-making, diagnosis and remediation, and building assessment into instruction.

Who Should Enroll

  • Elementary educators
  • Title I math teachers
  • Special education teachers
  • Math coaches
  • Mathematics resource teachers
  • Math interventionists
You may enroll in this course to meet your goals for
  • professional development
  • continuing education
  • license renewal
  • graduate credits
  • transfer to another university.
This is one of the required courses for individuals pursuing the Math Specialist Certificate.
This course is an approved elective in the Master of Science in Education online degree program.

e-Textbooks

E-textbooks will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Van de Walle, J., Lovin, L.A. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) 2nd Edition. Pearson.ISBN-13: 978-0132824828
Van de Walle, J., Karp, K., Lovin, L., and Bay-Williams, J. (2014). Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II) 2nd Edition. Pearson. ISBN-13: 9780132824873
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com or the publisher. Note the ISBN number and edition.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze recent research for improving PK-5 mathematics instruction. 
  2. Design effective standards-based classroom activities for PK-5 students and reflect on student outcomes. 
  3. Analyze the impact of standardized testing on math instruction and develop formative assessments to assess mastery of the same essential math concepts in different ways. 
  4. Apply instructional strategies and appropriate practices for analyzing student work, error patterns and modify lessons based on assessment information. 
  5. Differentiate math instruction to promote mathematics learning among struggling students of a wide range of academic diversity including culturally and linguistically diverse learners and students with exceptionalities. 
  6. Modify lessons infusing a synthesis between problem solving, communication and real-life connections. 
  7. Design math lessons connecting concepts within mathematics to related science, engineering, technology (STEM), and other topics by infusing problem-solving strategies.
  8. Apply technology tools in classroom instruction and connect math activities to everyday experiences. 
  9. Communicate the themes, topics, and issues involved in teaching PK-5 mathematics to appropriate audiences.
  10. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach PK-5 mathematics. 

Alignment with Teaching Standards

Course objectives are aligned with the following:
  • Wisconsin Teaching Standards (WI DPI) 1, 3, 7, 8, 9
  • Eight Standards for Mathematical Practice in the Common Core State Standards (CCSSO, 2010)
  • Five Strands of Mathematical Proficiency from Adding It Up (NCTM, 2001)
  • National Council Teacher of Mathematics Process Standards (2000)
  • International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) V
No travel to campus required.
You may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required “live” chat sessions. This is not a self-paced class.

SIGN UP SOON!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online 
Contact Us: School of Education 
Online Professional Development
University of Wisconsin – Stout Menomonie, WI 54751 
Phone: 715-232-2693
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February 1, 2018

E-Learning Graduate Certificate Program

From Tuesday’s inbox…

E-Learning Graduate Certificate Program


Enroll Now! EDUC 762 Assessment in Elearning

Posted: 30 Jan 2018 10:59 AM PST

EDUC 762 Assessment in E-Learning

Online Course 3 semester hours graduate credit

Starts Soon!

Assessment of Student Learning in he Online Classroom.

Instructor: Maggie Rouman

Spring: EDUC 762 961
  • Tuition is the same for Wisconsin residents, out-of-state and international students.
  • There is no registration fee and no program application.

You will learn how to

  • Design assessment strategies for blended and online courses.
  • Evaluate, select, and manage online assessment tools.
  • Detect, document, and minimize plagiarism in the blended and online classroom.
  • Align Bloom’s taxonomy with learning objectives.
  • Create and use rubrics to define expectations and levels of achievement.
  • Efficiently increase the quality of formative and summative feedback to your students.
  • Use blogs, wikis, and online surveys to assess individual and group activities.
  • Share a professional e-portfolio with artifacts of your learning.

Who Should Enroll

Educators and trainers interested in using blended or fully online delivery for courses or training, or adding web-based components to enhance face-to-face instruction. Participants may include:
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • K-12 teachers (blended classrooms and virtual schools)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders

Description

Performance-based assessment, summative and formative feedback methods to assess student learning in the online classroom.
Enroll in the course to meet your goals for 
  • professional development
  • continuing education
  • license renewal
  • graduate credits to transfer to another university
  • an elective in the Master of Science in Education online degree.
This course is an approved elective in the Master of Science in Education online degree program and is one of the required courses for individuals pursuing the Graduate Certificate in E-Learning and Online Teaching.

Textbook

All readings will be provided online. There is no purchase of a textbook required.

Learning Outcomes

  1. Demonstrate development and use of academic standards across the curriculum and application of standards and objectives in online classroom assessment and evaluation.
  2. Analyze the assessment process including types of evaluations, the relationship of assessment to learning, institutional and curriculum objectives, online testing, high stakes testing, corporate assessment framework (CAF) and standardized testing.
  3. Apply mapping to align assessment to learning outcomes, develop rubric criteria and select appropriate online assessment.
  4. Apply current research and technology tools to create authentic assessment, discourse analysis, self and peer evaluation, rubrics, online surveys, tests and quizzes for self-paced tutorials.
  5. Value fairness and adapt e-learning assessments appropriately for diverse populations of students, including students with exceptionalities.
  6. Evaluate and utilize appropriate technology tools to support assessment, including blogs, wikis, audio, video, online surveys, and eportfolios.
  7. Demonstrate research-based practices for choosing assessment models and apply plagiarism detection tools and support ethics, community building and team trust that help prevent cheating.
No travel to campus is required.
Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required “live” chat sessions.
This is not a self-paced course.

SIGN UP SOON!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information…

Request Information Online

Contact Us: Dennis O’Connor, Program Advisor
E-learning and Online Teaching Certificate
University of Wisconsin – Stout Menomonie, WI 54751
Email: oconnord@uwstout.edu Phone: (530) 318-1145

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January 26, 2018

E-Learning Graduate Certificate Program

From Tuesday’s inbox…

E-Learning Graduate Certificate Program


Enroll Now! EDUC 761 Creating Collaborative Communities in E-Learning

Posted: 23 Jan 2018 11:41 AM PST

Online Course 3 semester hours graduate credit Instructor: Dr. Maryruth Hicks Fall: March 5 – May 11, 2018.

Learn More!

Don’t Wait!  Next Session is Summer 2018

You are subscribed to email updates from ELearning and Instructional Design Certificate Programs.

December 1, 2017

E-Learning Graduate Certificate Program

Another item from Tuesday’s inbox…

E-Learning Graduate Certificate Program

Bullying and Cyberbullying in Schools

Posted: 10 Dec 2016 12:56 PM PST

EDUC 656 Bullying and Cyberbullying in Schools

You Will Learn

  • Practical instructional strategies to prevent bullying and cyberbullying in both face-to-face settings, and when students use text messages, personal websites, Twitter, Instagram, Facebook and other social media to harass peers.
  • How to specifically support marginalized groups prone to bullying, including LGBT, learning disabled and students from economically disadvantaged backgrounds
  • Necessary elements of a comprehensive school bullying policy

This course is a must for new and veteran educators who wish to refresh their knowledge with the latest programs and get new ideas to build positive, safe and respectful school cultures.

Who Should Enroll

  • Elementary classroom teachers
  • Middle school classroom teachers
  • High school classroom teachers
  • Guidance counselors
  • Special education teachers
  • School Library Media Specialist
  • School Psychologists/Social Workers
  • School administrators

This course is an approved elective in the Master of Science in Education online degree program.
You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.

Description

Issues, educational interventions and instructional strategies for creating a safe learning environment to break the cycle of bullying and cyberbullying.

Textbooks

Purchase the book used or new from online bookstores such as amazon.com.
Colorosa, Barbara (2009). The Bully, the Bullied, and the Bystander: From Preschool to High School–How Parents and Teachers Can Help Break the Cycle of Violence (Updated Edition). Harper Collins. ISBN 978-0061744600. (paperback).The second text (an e-textbook) will be provided as part of the course tuition after you login to the course.
Hinduja, Sameer, Patchin, Justin W. (2015).  Bullying-Beyond the Schoolyard: Preventing and Responding to Cyberbullying. 2nd ed. Corwin Press.  ISBN 978-1483349930 (paperback)Additional readings and lectures will be available online within the text of each module.

Learning Outcomes

Upon completion of this course, students will be able to:

  1. Apply key concepts and research of the characteristics and behaviors of bullies and their victims when planning classroom instruction.
  2. Research, analyze and discuss the pros and cons of school climate checklists, surveys, and inventories when assessing safe school environments.
  3. Analyze internal and external factors that affect student safety in a school or district and recommend resources for developing secure learning environments.
  4. Evaluate statistical reports and data analyzing the relationship between bullies, gangs, guns, and violence in schools.
  5. Critique and select appropriate values, moral and character education curriculum.
  6. Evaluate and adapt curricula and programs that help educators promote school-family-community partnerships.
  7. Utilize a wide range of online resources, strategies and educational interventions including learning activities, readings, and programs to promote safe and orderly schools.
  8. Design student learning activities that integrate school safety issues with existing curriculum.
  9. Implement best practices for creating and maintaining safe learning environments.
  10. Design and share a school safety action plan with peer teachers, parents, and local community members.

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI): 4, 5, 7, 10.
Wisconsin Standards for Administrator Development and Licensure (WI DPI) 3

Because this class is online and open to you 24/7, you may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
No travel to campus is required.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required “live” chat sessions.

Sign Up Soon!

Register onlineThe School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin – Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter

E-Learning Graduate Certificate

Best Practices for Online Discussion: 16 Quality, Timing, and Value Added Response Tips

Posted: 22 Nov 2017 12:11 PM PST

Expertly facilitated online discussion is the driving force for community in online classes. Creating norms for discussion quality and timing improve the dialog. This also helps the facilitator step back as students learn to deepen their online dialog.

The following quality, timing, and response tips were suggested by my network of e-learning professionals and by the participants in ELearning for Educators, part of the UW-Stout ELearning and Online Teaching Graduate Certificate Program.

8 Quality and Timing Tips for Online Discussion:

  1. Focus on the prompt; follow the directions in the prompt closely.
  2. Respond to those who respond to you! This is essential!
  3. Avoid short “Me too” or “I agree” posts. Make your posts substantial
  4. Add value to the discussion (see below).
  5. Post early in the week. You’ll get more response and become more engaged in conversation.
  6. Respond throughout the week; you help sustain the dialog.
  7. Avoid doing all of your posting at the end of the week. You miss out on interaction.
  8. Use direct quotations from your text or online source. (Cite the source so your reader can find it.)

8 Value Added Response Techniques:

  1. Ask a specific question (but avoid prompting yes or no answers).
  2. Ask an open ended (on topic) question that invites a response.
  3. Expand on the a specific element of the post.
  4. Provide a teaching story that illustrates the a main idea.
  5. Offer a different perspective on an essential idea in the post.
  6. Provide an online resource relevant to the topic (include a hyperlink).
  7. Describe a method you use in your practice.
  8. Provide a summary of the ideas posted so far (good when you come late to the conversation).
  9. Create a mix of response styles; writing, audio and video keep things interesting.

Please Share tips and techniques you use to improve online discussion!

E-Learning Graduate Certificate

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