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Explore a list of FREE online courses on a range of topics below:American Sign Language I – Oklahoma School for the DeafAmerican Sign Language II – Oklahoma School for the DeafIntroduction to Computer Science and Programming Using Python – MITxMachine Learning with Python: From Linear Models to Deep Learning – MITxSupply Chain Analytics – MITxUnderstanding the World Through Data – MITxBecoming an Entrepreneur - MITXFoundations of Modern Finance I - MITxIntroduction to Biology: The Secret to Life - MITxProbability: The Science of Uncertainty and Data - MITx

This website provides a rubric to evaluate the overall effectiveness of instruction in online courses.

Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.

Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //




Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here. 
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.


Recommended For:

Faculty and Instructors who are new to online teaching 



Learning Objectives:

Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.



What Participants Need:

A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives

Building an online community is just like building any other community: building relationships, trust, credibility, and open communication. It is important as an educator to set the norms for working together and clearly identify the roles and responsibilities for everyone in the community. It's also important to build in opportunities for interaction. When thinking about interaction, refer to Moore's Interaction Framework to consider the different sort of interactions a student might experience. Build opportunities for students to interact with yourself as the instructor, interact with the content, and interact with other students. 
 
Student to Instructor Interaction
Students can interact with the instructor via email, asynchronously, or live zoom sessions, synchronously. You can also consider the feedback you provide to students as a form of interaction, and this is likely an asynchronous interaction. Posting on the class discussion forum is another way to interact with students asynchronously, while a live chat session in Microsoft Teams is a similar form of interaction in a synchronous format. You can also record lecture videos to post in the course as another means of interacting asynchronously with students. What are some other ways students might interact with you in your course?
 
Student to Student Interaction
Students can interact synchronously with their peers on live zoom sessions, especially in a breakout room where they have the opportunity to discuss. They can interact asynchronously with peers via email or the course discussion board. To build in more student to student interaction, consider building small group activities into the course. Students can be organized into small groups within D2L, and interact to complete tasks and activities. You can direct them to use collaboration tools to complete their tasks. Some tools to consider are shared documents like Microsoft Word in Office365 or a Google Doc, or a peer review tool like Eli Review. What are some other collaborative tasks students can complete together?
 
Student to Content Interaction
Students will primarily interact with the content asynchronously, but it is still important to provide a variety of interaction opportunities. Traditional means of interacting with content might include reading assignments in the textbook, articles, or case studies. Consider including a few other opportunities for interacting with content such as videos or podcasts online. Also think about ways for students to actively engage with the content, such as project-based learning where students explore and learn by working through a project, or by completing an assignment requiring them to respond to the content like a written assignment or their own video recording. What are some other ways students might interact with the content?
 

If you are looking for ways to bring some life back into your remote or blended instruction, Flipgrid may be the tool for you. At its core it is a video conversation tool, but in practice it is something much more. So let me point out some of the features that I think you will like about Flipgrid.
 

Free Educational Accounts: That's right! Since MSU is on Office365, all MSU faculty, staff, and students have Outlook accounts; which are recognized as Microsoft accounts. Therefore, you can use MSU email to setup your free flipgrid account
 Classroom Structrure: Flipgrid uses the term "Grid" to refer to a community space. For educational purposes, think of the Grid as a representation of your classroom. In each Grid, you can create collection of topics. Think of the "Topics" as your class assignments. 
Rich Posting Features: By default, video posts are 1:30, but you can make them longer or shorter. This helps to make every student post an equal length ; and encourages students to organize their thoughts ahead of time. Here are some features related to posting that make it fun:

Abilty to add text and sticky notes to your video posts
Apply different color themes, backgrounds, pixelate faces, etc
Students can also add emojis


Detailed Feedback: Instructor can provide feedback on student videos. Students can provide feedback on other student videos. Rubric can be applied to the prompt. Students can see how many views there videos are getting.
Topic Repository: Lastly, there is a content library filled with discipline specifc content created by educators in the Flipgrid community that instructors can use in their own student Topics (assignments). These can be filtered by Audience, Subject, and Keyword. Each of these Topics contain information about the usage and the engagment scores.

These are just some the cool features that I have come across on flip grid. If you would like a thorough overview of the tool, check out this tutorial by the New EdTech Classroom:
 

COMMUNICATE OFTEN
Online students crave information. Geographic and temporal distance make online teaching much more diffused than face-to-face teaching. The only way to manage that is to establish clear communication channels - you-to-students, students-to-you, and students-to-students - and to foster healthy and efficient communication norms.
ESTABLISH AND MAINTAIN ROUTINES
Online students crave direction. A clear and modular course structure, a clear course calendar, a clear cadence of course events, and a clear weekly routine will provide that for students. It is essential not just that you establish these routines, but that you also adhere to them strictly and clearly communicate any change to them.
BE PRESENT
Online students crave interaction. Ensure that part of the routine you establish involves you being available to your students. Offer online office hours at times that work for your students, respond to discussion posts, provide weekly updates
BE HUMAN
Online students crave connectivity. To the degree that you are comfortable with it, let your students see you in your natural element. Let them see your face. Empathize with their feelings of disconnection.
NURTURE COLLABORATION AND KINDNESS
Online students crave community. Establish norms that encourage students to interact with each other, comment on each other's work, and respond to each other's questions. Clearly indicate the ethical standards of the course, and hold students to a standard of etiquette.
MAKE USE OF GROUP AND INDIVIDUAL PROJECTS
Online students crave choice. Find ways to let students learn and demonstrate their learning in both group and individual settings.
PROVIDE AND SEEK FEEDBACK
Online students crave clarity. Find a way to provide them with feedback and data on what they are doing well and where there is room for improvement. In smaller classes this may be 1-1, in large classes this may be you highlighting common struggles and successes.
BE FLEXIBLE
Students crave customization. While routine is essential, so is responding to the unique needs and demands of each course. Be prepared for some trial and error, and seek feedback from your students about what is working for them and what is not.
MANAGE YOUR TIME
Online students crave you. Teaching online requires much more writing, and it lends itself to much more email. Both can occupy your time rabidly. Add to that that students engage in online courses at all hours, and teaching online can easily feel like a 24-hour job. Block off time in your calendar to focus on your online class. Establish with your students your hours of availability, your response rate to messages, and a process of self-help and peer-help students can use to solve some problems independently.

Foundation Directory Online is an extensive online database of funding opportunities offered by the Foundation Center. In order to access the full Professional-level version linked below, a computer at the main MSU Library needs to be used.

H-Net is an international interdisciplinary organization of scholars and teachers that provides academic news, book reviews, job postings, and career advice.