Syllabus

Click hereto download the syllabus.

Otherwise, the digital syllabus information is available below:

Notes prior to “official” syllabus

Throughout this syllabus, I will include “Notes”, similar to this one, that typically explain why or how I did something in this course. I write these notes from one instructor (me) to another (you). These notes are an attempt to model one type of online teaching.

Notes on Roles: In this course, you are in the role of student.As we endeavor to transition to a new learning management system, developing empathy for the role of student in this system is critical. It is possible that you may experience challenges; please allow these to become opportunities to discover how best to aid your students in this environment. Consider this one lens through which to view the online learning experience.

This being said, I recognize and value your experience and expertise as an instructor. In fact, I expect that you’ll each have a lot to contribute to our collective knowledge on teaching and learning online.

In this course, I am in the primary role of instructor/facilitator. In this role, I am responsible for guiding you through designated content and activities that are designed to aid in your development as an online educator. I am also here to support you in finding solutions to instructional or technical issues you wish to address.

Secondarily, I am your peer. In this role, I consider it my responsibility to contribute positively to this learning community (through knowledge and experience) and bring out the best in its members.

OFFICIAL SYLLABUS

TO 101: How to Teach Online (Faculty Certification)

Course Prefix, Number, Section, Title & Credit Hours:

TO 101: How to Teach Online (certificate only)

Endorsed by Canvas Authorized Trainer, Allison Weiss, “Incredible! You are the first person to publicly share a "teaching online" course with theoretical and pedagogical focus. Awesome.”

Instructor Contact Information:

Captain Canvas, Ph.D.

Note on Title: I tell the students to address me as Dr. Canvas. This is because I’ve tried the “let’s be friends” approach and it just doesn’t work for me. My kindness is often mistaken for weakness. Regardless of what you want the students to address you as, let them know. You can most certainly call me Captain :0)

Office Location: SVC 1085, please email me to make an appointment

captaincanvas.usf@gmail.com (best way to reach me)

I will respond within 24-48 hours

Note on Contact Method and Expected Response Time: I tell my students straight away that I am best reached via email. Also, I let them know that I will respond in about 24 hours. I recommend resisting the temptation to respond to each student immediately, especially early on. Otherwise they get the idea that you are sitting around just waiting for them to contact you and their expectations about when you will get back to them are skewed and they may become upset if you “take too long”. This is for two reasons:

24 hours provides some time for the student to access other help sources or find the answer him/herself. If you respond to them immediately, every time, they’ll start to rely on you for every little detail. Challenge students to proactively search for help on their own, BEFORE coming to you immediately. Of course, there are exceptions, such as: you’ve forgotten to make a submission link for an assignment available, i.e. it is hidden from students, you may want to attend to this sooner rather than later.

Course Description: This course is an introduction to basic concepts involved in teaching and learning successfully online. Main topics include:

Introduction/Start Here! (Resources for successful teaching and learning)
Change
Instructional Strategies
Structure/Organization
Specific profiles/issues

There are no prerequisites for this course.

Required Textbook & Technology: There are no required textbooks for purchase. Course materials will be provided within the learning management system, Canvas.

Goals & Objectives:

While the primary goal of this course is to lay a foundation for how to teach successfully online, secondarily, you may also learn how to use a learning management system, the rationale for the way it is used in this course and how to develop elements of online courses within this system.

Module 1: Introduction/Start Here!

Objectives/Outcomes 1: As a successful course participant, you will –

Identify potential resources to guide online students to success
Experience the role of student in a new learning management system
Explore Canvas features for instructors
Compose your current educational philosophy (at the end of the course, revise it, if necessary, for teaching online)

Module 2: Change

Objectives/Outcomes 2: As a successful course participant, you will --

Recognize the concept of change as a key component to teaching successfully online
Examine Teacher-Centric and Student-Centric teaching and learning, i.e. Sage on the Stage versus Guide on the side, i.e. dispenser of expert knowledge à facilitator of learning
Examine the role of basic educational theory to defining your own educational philosophy (constructivism, cognitivism, behaviorism)
Define objective
Recognize levels of objectives

Module 3: Instructional Strategies

Objectives/Outcomes 3: As a successful course participant, you will --

Identify and synthesize peer reviewed, authoritative, credible references for instructional strategies shown to be effective in online teaching and learning environments
Apply instructional strategies that promote success in online teaching and learning

Module 4: Structure (organization)

Objectives/Outcomes 4: As a successful course participant, you will --

Examine criteria for the development and success of online courses
Apply/adapt criteria for your particular online teaching/learning environment

Module 5: Learners

Objectives/Outcomes 5: As a successful course participant, you will --

Develop profiles of characteristic students and mechanisms for dealing with specific issues that may impede successful online teaching and learning
Reflect on experiences in teaching and learning online

Evaluation of Objectives/Outcomes

Course “grades” are based on the following:

Assignment Type	# of Each	Points Each	Total
DB = Discussion Board Introduction Educational Philosophy (initial and revised) Visual Representation Learners: Profiles/Issues	4	5	20
RJ = Reflective eJournals Midterm Final	2	5	10
SA = Self Assessments Syllabus, Intro, Start Here Self Assessment Items for Objectives	2	10	20
QR = Quality Review (of an online course) Group Project	1	20	20
SS = Satisfaction Surveys Midterm Final	2	10	20
WEB = Annotated Webliography	1	10	10
		TOTAL POINTS	100

Grading Criteria: “Grades” are computed on a point scale. In this course, you can earn up to 100 points. Your final grade is based on the total number of points earned during the course. Points are then converted to letter grades as shown in the scale:

A = 90 to 100 B = 80-89 C = 70-79 D = 60-69 F = 59 or below

Descriptions of Assignment Types:

DB = Discussion Board (4)

Discussions are just that, a conversation or dialogue. In this course, they deviate slightly from the standard, “post your initial response and reply to two peers” because each class member may be approaching the course on different time intervals. Due to this, replies to two peers are not required. This doesn’t mean your peers responses aren’t important, it just means that it is up to you to read through their posts for your own enlightenment.

Note on Discussion Boards: Meaningful discussions are suggested. This requires a discussion prompt that is targeted and causes the student to think critically. Also, students must be required to reply in order to facilitate student-student interaction. For example, a meaningful discussion prompt might be, “Elaborate on the theory of transactional distance, choose one of its main elements and provide an application of how you could promote this aspect in your own online course. Respond to at least two peers, commenting on the application they provided, whether it might be adapted to your online course, if so, how? If not, why not?” A non-example would be: “Do you agree with the theory of transactional distance? Discuss with your peers.” First, this is a yes/no question. Second, the instructions are not particularly targeted.

RJ = Reflective eJournals (2)

Reflective eJournals will ask you to contemplate segments of the course, the first half (midterm) and then the second half (final). You’ll be asked to document your most poignant learning moment or event (suggestions are given) in 4-6 sentences that are descriptive but succinct, so choose your words carefully. The reflective eJournal is private between you and me.

SA = Self Assessments (2)

There are two self-assessments. The first one consists of multiple-choice and true/false items that check your comprehension on the syllabus and start here! items. You earn points by participating, repeating the items until you achieve mastery, 100%. The self assessment is not timed and you can repeat it indefinitely within the first week of the course. In the second self-assessment, you’ll be writing the items yourself (you’ll learn how to do this in the course) and using the items written by your peers to check your own comprehension.

Note on Self-Assessments: It is highly recommended that you create a brief “quiz” to check student comprehension of key syllabus or course items at the outset. Also, you can include an item where the student certifies that they understand the syllabus and have had their questions answered. In this way, the syllabus serves as a contract that student and instructor abide by, during the course.

QR = Quality Review (Group Project) (of an online course)(1)

You’ll learn about some quality standards for online courses. Using the Quality Matters standards, your group will rate an online course (of your choice or one is provided).

SS = Satisfaction Surveys (2)

I’m very interested in your feedback! Please help me improve this course by completing the satisfaction surveys at midterm and final. You earn points for participation; there are no right or wrong answers.

WEB = Annotated Webliography (1)

This assignment allows us to take a more granular look at instructional strategies we’ll be covering. Each classmate will “research” an instructional strategy of their choice by reviewing the literature and reporting back to the rest of us with an annotated bibliography. I call it a webliography because we will place our findings on the web and pool our efforts on a wiki for everyone’s enlightenment, e.g. crowd-sourcing.

Notes on Evaluation/Grades:As you may know, grades are one of the most important concerns of most students. Try to be as clear and transparent about how the student will earn (not get or be deducted) points as possible. After using several different grading schemes, I always come back to 100 points. It is very easy for the student and me to see what their current grade is with this system. Also, this system can easily be scaled, e.g. to 1000 points, for instance.

Honor Code Certification: In this course, we agree to abide by an honor code, it is a governing principle of our learning community. It is based on the ideal that honorable students do not lie, cheat or steal. This honor code depends on the idea that people (at least within the community) can be trusted to act honorably. Those who are in violation of the honor code are subject to various sanctions as determined by the community. Here is an example from UNC. For additional information about HONOR refer to the Academic Integrity Tutorial at: http://usfweb2.usf.edu/ethics/ai5/index.html, “Living With Honor” tab.

Some evaluative items (e.g. self-assessments) are evaluated by an honor code certification. You are provided with instructions on how to complete the assessment. After you have completed the assessment, you will “certify” that you have done so. We place our utmost trust in you to act honorably in this learning community.

Notes on Honor Code: In my experience, instructors have one of two philosophies toward academic integrity/cheating:

Philosophy 1: Students are dishonest, lack integrity and cheat

Philosophy 2: Students are honest, honorable and are trying their best

I used to have philosophy 1 and I ended up spending an inordinate amount of time attempting to prevent cheating, prosecuting dishonest students and questioning the integrity of humanity at large. I find it much more manageable to trust students at the outset, letting them know I am aware of cheating and that it will be dealt with but I expect them to behave in an honorable manner. I combine this philosophy with rules of civility on the internet, e.g. Netiquette, that is covered in Start Here! (Module 1).

Late Assignments/Due Dates

This course is self-paced, however a recommended pacing guide is provided to aid you in completing the course in the most effective and efficient manner.

Notes on Late Work: Initially, I take a hardline stance with students on due dates/times. Normally, I would state to students, “LATE ASSIGNMENTS WILL NOT BE ACCEPTED; A SCORE OF ZERO (0) POINTS WILL BE RECORDED FOR ASSIGNMENTS NOT TURNED IN BY THE DUE DATE/TIME” just so they know that due dates are not up for negotiation. Of course, in extenuating circumstances, accepting late work can be arranged. Also, as instructor, you can always use your discretion on a case by case basis.

Activities/Assignments ("To Do's") are due on Sunday’s @ 11:59pm EST of the week assigned.

Note on Course Procedures: Below are several statements that are generally part of any official syllabus. Certainly check with your program or department to ensure you’ve included all the required elements in the syllabus for your course.

Course Procedures

Use only your official USF email account when communicating with your instructor.

Check your official USF email account at least once per day to keep current on course events.

Use up-to-date anti-virus software on your computer to prevent the spread of computer viruses and other malicious programs (see http://it.usf.edu/purchasing/security)

Mandatory Log-in Attendance

USF requires that you “check-in” for attendance the first week of class. You’ll check in by reading the syllabus and certifying that you understand all of its components. Students who do not log-in the first week of classes run the risk of being dropped.

Note on Attendance: This statement is intended to encourage students to get started on the course right away. This course is different, in that you’re not being charged tuition, formal attendance is not taken nor are you receiving a “grade”. As an instructor-student, it is recommended that you complete the course in 4-6 weeks. However, you have up to one full semester (16 weeks in Fall/Spring and 10 weeks in Summer) to complete the course and receive a certificate of completion.

Time Expectations

Students enrolled in this 1 credit course can expect to spend 3-4 (+/- 2) hours per week engaged in the following activities: preparing (reading, visiting websites, locating resources), “doing” (assignments, interacting with peers, self-assessing) and reflecting. Of course, the amount of time varies from individual to individual. It is possible (but not necessary) to complete this course in a few days, depending on how much time you can dedicate.

Academic Integrity

Plagiarism is literary theft. It is serious and there are consequences.

It includes: unattributed quotes of the exact words of a published text, the unattributed borrowing of original ideas by paraphrase or passing another person's work off as your own

Consequences for academic dishonesty are serious! Sanctions depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

For additional information refer to Academic Integrity Tutorial at http://usfweb2.usf.edu/ethics/splash.html

Detection of Plagiarism

This course may require you to submit your papers to a plagiarism detection site that will be identified by your instructor. In order to comply with federal (FERPA) and state privacy laws, you (students) are not required to include personal identifying information such as your name, SSN, and/or U# in the body of the work (text) or use such information in the file naming convention prior to submitting. Please follow carefully your instructor’s instructions regarding what identifying information to include. Your submission will be placed in the course grade center in your account that can be accessed by the instructor and attributed to you. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper may have been plagiarized.

ADA Statement

Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities [http://sds.usf.edu/]to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.

USF Policy on Religious Observances

Students who anticipate the necessity of being absent from the online environment for more than 1 week due to a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of the course. http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf

Emergency Procedures/Academic Integrity

In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: the learning management system, email and/or an alternate schedule. It is the responsibility of the student to monitor their courses for specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

Sources for Help

Peers, see Q/A discussion board
USF IT Help Desk 1.866.974.1222 OR help@usf.edu
In Canvas, see the “Help” link at the bottom of the screen (http://www.instructure.com/)
WWW at large, you can always, “google it” just be sure to scrutinize the “answers” you find. Not everything on the Inter-Webs is correct. I know, SHOCKER! Record what you were searching for and what you found out (www.google.com) on the Q/A DB so others in the learning community can benefit
Me! I’m your last resort, not because I don’t like you, I just want you to challenge yourself to figure things out yourself (captaincanvas.usf@gmail.com). Contrary to popular belief, I have a few other things going on besides sitting at my computer 24/7 waiting for tech support questions :0)

Note on Help: Always provide sources for help at the outset so you don’t find yourself in the role of technical assistant or therapist. Resist the temptation to respond to each student immediately and personally regarding issues that the whole class would benefit from. Instead, create a Question/Answer discussion board or wiki, direct students here, EVERY time they have a question. Also, make it the responsibility of the learning community to help each other find the [correct] answers.

Recommended selections:

Boettcher, J. & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, California: Josey-Bass Wiley. ISBN 978-0-470-42353-0

Roblyer, M. D. & Doering, A. H. (2010). Integrating educational technology into teaching, (5th ed.). Boston: Allyn and Bacon. ISBN 978-0-135-130636

Thormann, J. & Zimmerman, I.K. (2012). The complete step-by-step guide to designing and teaching online courses. New York, New York: Teachers College Press. ISBN: 978-0-8077-5309-5