core competencies

Core

 

Core Online Competency Development

For whom is this PD intended: New Online Practitioners

  • New online practitioners who have been identified by their campus to develop and/or teach a specific course in a specific semester online, or those that have determined that online learning is for them.
  • Any instructor identified in Open SUNY+ degree programs that has never taught online.
  • New online instructional designers, technologists, faculty developers, librarians, etc., who will support online faculty in online course design, or online teaching, and need to develop a strong foundation and understanding of core online competency development for those designing and facilitating online instruction.

We have identified 3 types of New Online Practitioners needing core online competency development:

  1. Online Course Developers: Faculty that will develop an online course: Course Developers work with an online instructional designer, and are provided professional development and a research-based online course template to quick start their online course design.
  2. Online Course Facilitators: Faculty that will teach a n online course from a master course, or an OpenSUNY+ team-designed course. Course Instructors teach online courses that were created by others, or that were team developed, where the instructor may, or may not have been the SME in the online course design.
  3. Online Instructional Designers: New or aspiring Online Instructional Designers/Technologists including multimedia developers, faculty developers, and librarians.

Objectives/Goals for this PD:

  • For the Online Course Developer: Develop online practitioners that can design effective online teaching and learning environments.
  • For both the Online Course Developer and Online Course Facilitator: Online practitioners that are well prepared to be successful in online learner-centered engaging and interactive teaching and learning environments.
  • For the Online Instructional Designer models: Online practitioners that are well prepared to be successful supporting the design and facilitation of online learner-centered engaging and interactive teaching and learning environments by understanding core online competency development for online developers and/or online facilitators. .

High Level Overview of Competencies /Skills:  

  • For the Online Course Developer: Develop skills and experience in effective online course design.
  • For the Online Course Developer, Online Course Facilitator, and Online Instructional Designer models: : Develop skills and solid foundational understanding of effective online pedagogies, teaching and learning practices, and theory.

Core Competencies: N2OL Course Developer

Online: Being an online learner (REFLECT)

  • Gain familiarity with an online course environment, participate in an online discussion (question assumptions, talk about concerns), draft a course profile
  • Write learning objectives, observe exemplar courses,  interact with exemplar online faculty (focus on course design)

Welcoming and Orienting your online students (CONNECT)

  • Building a framework for success: Social Presence: designing for a class community,  setting expectations
  • Deconstructed syllabus, schedule, contact, evaluation, welcome, introductions, profiles, ice-breaker, learning objectives, draft modules, question area, talk with the professor, Bulletin Board,

The first 2 – three weeks

Learner-Centered Online Learning Design (ORGANIZE & BUILD)

  • Learning activities design: UDL principles, content, interaction, feedback/assessment.
  • formula for design = objective + content/activity + feedback/assessment
  • designing rubrics, and examples/models
  • designing group and collaborative activities
  • designing course closure
  • Formative course quality rubric

Guiding Online Learning and Managing your Online Course (REFINE and IMPLEMENT)

  • Announcements and regular communications
  • Facilitating community
  • Monitoring and modeling for students: interaction, tone and corrective feedback
  • Responsiveness to questions
  • Timely feedback
  • Facilitating and guiding interaction, diagnosing misperception, deeper learning
  • Monitor Assessments and provide prompt feedback – using the gradebook
  • Wrapping up the course to provide closure to the community
  • Collecting descriptive feedback
  • Tips from exemplar online faculty on online teaching and course management – experienced faculty roundtable
  • Summative course review.

3 and 4  – five weeks

Review, Revise and Improve your online course (EVOLVE)

  • applying the Open SUNY Course Quaility Rubric [OSCQR]
  • Self assessing with the rubric
  • Peer assessing with the rubric
  • implementing action plan to revise and improve course design.

 


N2OL Course Facilitator

Being an Online Learner

  • Gain familiarity with an online course environment, participate in an online discussion (question assumptions, talk about concerns), interact with exemplar online faculty (focus on course delivery)

Guiding Online Learning and Managing your Online Course

  • announcements and regular communications
  • facilitating community
  • monitoring and modeling for students: interaction, tone and corrective feedback
  • Responsiveness to questions
  • timely feedback
  • facilitating and guiding interaction, diagnosing misperception, deeper learning
  • Monitor Assessments and provide prompt feedback – using the gradebook
  • Wrapping up the course to provide closure to the community
  • Collecting descriptive feedback
  • experienced faculty roundtable – tips from exemplar online faculty on online teaching and course management

Review, Revise and Improve your Online Teaching  (EVOLVE)

  • Applying the Online Teaching Rubric
  • Self assessing with the rubric
  • Peer assessing with the rubric
  • implementing action plan to revise and improve online teaching skills.

How we will accomplish this :

  1. A badging system and certificates of participation are envisioned that map to competencies/skills.
  2. Research-based online course templates will be provided for adaptation by online course developers.
  3. Online course development project plans will be developed for use and adaptation.
  • An online course experience so online practitioners can take the role of an online student and gain the online student perspective.
  • Options for f2f, online, webinar, and self-paced PD paths.
  • Modularized content.
  • Access to a course quality rubric formatively.
  • Opportunity to work with an ID to support online course development and online course facilitation. (provided by the campus).
  • Opportunity to observe exemplar online courses in a variety of disciplines.
  • Opportunities to talk to or gain benefits from the experiences of exemplar online faculty.
  • Opportunity to participate as a peer course reviewer.Opportunity to have course peer reviewed.
  • Opportunity for ID course review summatively.
  • Course Developer:
    • A research-based template to quick start faculty with an effective online course design.
    • Opportunity to work with their campus-based ID/faculty developer to support online course development and online course facilitation. (provided by the campus). (Note: Course Design Consultation services may supplement this model that relies on ID campus-based ID services).
  • Course Facilitator:
    • Series of workshops in a variety of formats to gain online teaching and course management competencies.
    • Opportunity to work with a faculty developer/ID to support best practices in online course facilitation and understand the online course design. (provided by the campus.)
    • High level understanding of effective online course design.

Expected results:

Those interested will have the opportunity to gain a better understanding of online teaching and learning in the Open SUNY context and have more information to determine if online teaching is for them, and what they can expect as far as developing and/or delivering their own online course. PD path will be self-paced with a recommended path, but that can also function as a website.

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