Self-Paced Canvas-Based Workshop
Open and Offered Continuously
This online, self-paced workshop will walk you through various best practices for teaching online. The activities, readings, and content in this workshop are designed to require approximately a total of 12 hours of work. There are 4 Modules in this workshop and while it is self-paced, we recommend doing one module per week to stay on track for completion in a timely manner.
No application necessary, participants may enroll in the workshop on an continual basis.
The goal for this workshop is for participants to
The primary goal of this workshop is to help you transition your instruction to the online environment. Realizing that some faculty have never taken an online course, the secondary goal of this course is to give you the opportunity to experience being an online student. We will cover the basics of current pedagogical theories and elements of course development, design, and implementation practices.
After completing this workshop, participants will be able to:
- Identify effective methods in online teaching course creation/delivery.
- Implement methods for engaging students in course activities.
- Use instructional design strategies to plan, organize, and implement online course content.
- Create an activity or assignment for an online learning module.
We estimate that you will need to spend around 3 hours per week on workshop tasks, assignments, and readings. This time does not include additional time that you may spend during the quarter on the development of your course. In order to receive the certificate, you will be required to successfully complete the tasks as outlined in the syllabus with a total score of at least 80 points:
- Module 1: Knowledge Check Quiz (15 points)
- Module 1: Online Courses Discussion – Navigating the Online Landscape (10 points)
- Module 2: Discussion (5 points)
- Module 2: Assignment – Instructional Design Basics (20 points)
- Module 3: Assignment – Creating Community and Knowing Your Audience (20 points)
- Module 3: Discussion (5 points)
- Module 4: Assignment – Consultation or Course Project (20 points)
- Post-workshop Wrap-Up Survey (5 points)
Boettcher, J., & Conrad, M. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.
Frye, R., McKinney G., & Trimble, J. (2007). Tools and Techniques for Course Improvement: A Handbook for Course Review and Assessment of Student Learning. Bellingham, WA: Western Washington University.
Grunert O'Brien, J., Millis, B., & Cohen, M. (2008). The Course Syllabus: A Learning-Centered Approach. San Francisco, CA: Jossey-Bass.
McGee, P. & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks 16(4), 7-22.
University of Central Florida. (n.d.). Blended Learning Toolkit. Orlando, FL: University of Central Florida
WWU Center for Instructional Innovation and Assessment. (n.d.). Teaching Tips: Course Syllabus Guidelines. Bellingham, WA: Western Washington University
Each facilitator is available by appointment.
- Andrew Blick, OCE, CH 213, 650-2841, Andrew.Blick@wwu.edu
- Justina Brown, CIIA, HH 154F, 650-7210, Justina.Brown@wwu.edu
- Kevin Dixey, ATUS, HH 154B, 650-7225, Kevin.Dixey@wwu.edu
- Chris Powell, ATUS, HH 154D, 650-7200, Chris.Powell@wwu.edu
- Curt Pavia, Western Libraries, HH 320N, 650-4398, Curt.Pavia@wwu.edu
- Lauren Nicandri, OCE, Poulsbo 106B, 360-394-2751, Lauren.Nicandri@wwu.edu