eLearning Instructor Options

eLearning Instructor Minimum Qualifications (per taskforce recommendations)

  1. Meets all FAU academic experience background to teach proposed course.
  1. Meets one of the following options to ensure instructional preparedness for online instruction.
  2. Completion of the abridged Online Pedagogy Series (total commitment – 8 hours)
  3. Overall Course/Program Design (2-hours)
  4. Learning Styles and Contexts (2-hours)
  5. Development of Objectives, Activities and Assessments (OAA)(2-hours)
  6. Alignment of OAA (2-hours)
  7. Completion of at least 6 credit hours in education courses with 3 credit hours in instructional design or technologies and 3 credit hours in pedagogy at a regional accreditedcollege/university
  8. Served as online faculty for at least two years at a regional accredited college/university
  9. Completion of an approved certification program for online instruction
  10. Meets one of the following options to ensure technology preparedness for online instruction.
  11. Completed the abridged Learning Management System (LMS) Training Series (total commitment – 8 hours)
  12. LMS –Blackboard Basics
  13. LMS – Blackboard Assignments and SafeAssign
  14. LMS – Blackboard Tests
  15. LMS – Blackboard Grade Center
  16. Served as online faculty for at least two years at a regional accredited college/university in a non-FAU LMS environment plus completion of:
  17. LMS – Blackboard Basics
  18. LMS – Blackboard Grade Center
  19. Served as online faculty for at least two years at a regional accredited college/university in an FAU LMS environment.
  20. Completes Legal Issues - Accessibility and Copyright Workshop
  21. Meets basic computer skills including:
  22. Basic operating system functions (file management and moving between applications)
  23. Word processing
  24. Email
  25. Internet (search, navigation, download, bookmarks)

eLearningInstructor CertificateProgram

Courses/programs will be developed by a collaborative effort between a faculty member and an instructional designer to be reviewed by an independent faculty member and instructional designer before going “live.” Recommendations from review are to be completed within 3 months of review and before going “live.” Final product will be presented in showcase for perspective online faculty candidates.

  1. ELearning Training
  2. Complete 30 hours of online pedagogy and technology training
  3. Completion of the unabridged e-learning pedagogy series (total commitment – 16 hours)
  4. Overviewcourse/program design
  5. Pros/cons of elearning
  6. Pros
  7. Wideraudience
  8. Empowers silent participants
  9. Providesunlimited review
  10. Supports branched (personalized) learning
  11. Student-driven
  12. Convenient – anytime/anywhere
  13. Non-platform dependency – PC/Mac
  14. Ease of use
  15. Ease of update/revision
  16. Promotes active learning
  17. Accommodates different learning styles
  18. ADA Compliance
  19. Advanced technical expertise
  20. Demographic accessibility
  21. Minimizes faculty/student travel costs
  22. Cons
  23. Contributes to digital divide
  24. Can focus on technology instead of content
  25. Labor-intensive
  26. Faculty resistance
  27. Intimidates luddites
  28. Copyright issues
  29. Difficulty in adapting to some disciplines
  30. Feedback may be delayed
  31. Lack of community
  32. No visual cues
  33. Limited student services
  34. Restrictions on lab/hands-on components
  35. Workload – faculty/students
  36. Participants
  37. Faculty
  38. Tech-savvies
  39. Content expertise
  40. Teaching style
  41. Characteristics
  42. Comfort with technology
  43. Plans responses
  44. Manages time
  45. Risk taker/creative
  46. Focused/ignore distractions
  47. Belief in e-learning
  48. Time commitment
  49. Student-centered adaptation
  50. Organized course
  51. Supports andragogy
  52. Detailed instructions
  53. Committed to open communication/feedback
  54. Fosters learning community
  55. Alignment
  56. Students
  57. Determine ability – diagnostic testing
  58. Tech-savvies – prerequisites
  59. Content knowledge – prerequisites
  60. Learning style – Gardner’s multiple intelligences
  61. Demographics
  62. Number
  63. Age
  64. Culture
  65. Interests
  66. Course relevancy
  67. Economic
  68. Other obligations
  69. Needs
  70. Relevancy
  71. Expectations clarity
  72. Feasible pace control
  73. Gain attention for concerns
  74. Testing/feedback
  75. Active learning
  76. Characteristics
  77. Comfort with technology
  78. Interacts with peers/group
  79. Written communication
  80. Plans responses
  81. Manages time
  82. Self-motivated
  83. Self-disciplined
  84. Goal oriented
  85. Adapt in self-study
  86. Time commitment
  87. Open to sharing
  88. Risk taker/creative
  89. Willing to speak up
  90. Focused/ignore distractions
  91. Belief in e-learning
  92. Student-centered adaptation
  93. Structure
  94. Environment
  95. Orienting – What & why?
  96. Instructional – Where & when?
  97. Transfer – How?
  98. Fundamentals
  99. JIT technical support
  100. JIT resources
  101. Framework
  102. Linear
  103. Branched
  104. Hypercontent/categorized/modular
  105. Student-directed
  106. Units, modules, topics, oh my! (UMT) – get out of the week (weak) format!
  107. Layout
  108. 1 module per week
  109. Weekly asynchronous communication
  110. Weekly synchronous communication
  111. 2-3 discussions per topic, 6-10 per week
  112. Instructor discussion participation
  113. Progress report/two weeks
  114. No dumping
  115. Organized course
  116. Expectations clarification
  117. Purpose
  118. Audience
  119. Examples
  120. Resource links
  121. Caveats
  122. Required components
  123. Criteria
  124. Due date
  125. Point value
  126. Submission instructions
  127. Constant informative communication
  128. Focus on outcomes
  129. Application, not rote memory
  130. Integrated Internet
  131. Andragogic principles
  132. Extend beyond the text
  133. Advantage of CMS technology
  134. Think globally
  135. Learning theories
  136. Objective taxonomy
  137. Affective – Krathwohl
  138. Psycho-motor – Simpson
  139. Cognitive – Bloom, Anderson, Krathwohl, Fowlkes, Marzano, Webb
  140. Ecological Systems Theory – Bronfenbrenner
  141. Scaffolding – Bruner
  142. Assimilation/accommodation – Piaget
  143. Zone of Proximal Development (ZPD) – Vygotsky
  144. Andragogy – Knowles
  145. Multiple Intelligences - Gardner – other resource
  146. Design models
  147. ADDIE
  148. Dick & Carey
  149. 4MAT System - McCarthy
  150. ISD
  151. Component Display (Design) Theory (CDT) – Merrill
  152. Criterion Referenced Instruction (CRI) – Mager
  153. Conditions of Learning – Gagne
  154. Backward Design – Wiggins, McTighe
  155. Iterative Design
  156. Rapid Prototyping – Tripp, Bichelmeyer
  157. Spiral Model – Boehm
  158. Learning environments
  159. Learning styles
  160. David Kolb’s Model
  161. Honey & Mumford’s Model
  162. Anthony Gregorc’s Model
  163. Sudbury Model
  164. Fleming’s VAK/VARK Model
  165. Designing for interactivity
  166. Forms of interactivity
  167. Modes of interactivity
  168. Academic integrity and assessment
  169. Variable stakes assessment
  170. Preventing cheating
  171. Preventingplagiarism
  172. Methods of assessment
  173. Make it personal
  174. Types ofassessment
  175. Legal issuesregulations
  176. Accessibility
  177. Copyright
  178. Intellectual property
  179. Student services
  180. SACS
  181. Content
  182. Before it begins
  183. Email students with access instructions, basic course/ faculty introductions, course materials (textbooks, etc.), hardware/software requirements, prerequisites and expectations
  184. Orientation
  185. Syllabus
  186. Logistics
  187. Course number, title, prerequisites, credits
  188. Date/times/ locations
  189. Instructor information
  190. Office hours
  191. Course materials
  192. Policies
  193. Attendance
  194. Homework
  195. Participation
  196. Instructional activities
  197. Schedule
  198. Description
  199. Goals/objectives
  200. Reading assignments
  201. Development of objectives, activities and assessments (OAA)
  202. Writing objectives/outcomes
  203. Student action
  204. Measureable
  205. Condition
  206. Criteria
  207. Developing assessments
  208. Expectations
  209. Parameters
  210. Stake-level
  211. Ill-formed
  212. Real-world
  213. Global
  214. Creating learning activities – Fink
  215. Get out of the monitor
  216. Faculty-driven to student-driven
  217. Just-in-time linking
  218. Ensuring alignment of OAA
  219. Completion of the unabridged learning management system (LMS) series (total commitment – 14 hours)
  220. LMS – Basics
  221. LMS – Posting Content
  222. LMS – Collaboration Tools
  223. LMS – Group Collaboration
  224. LMS – Assignments and SafeAssign
  225. LMS – Tests
  226. LMS – Grade Center
  1. ELearning experience
  2. Participate in at least one collaborative course/program design project.
  3. Course/program is developed by a collaborative effort between faculty and instructional designer.
  4. Course/program reviewed by an independent faculty member and instructional designer before going “live.”
  5. Recommendations from review are completed within one semester of review and before going “live.”
  6. Final product is presented in showcase for perspective online faculty candidates.
  7. Teach at least one course for two semesters in an e-learning environment.
  8. Participate in one review of an online course/program using either Blackboard Exemplary Course Program or Quality Matters.