Teaching Dossier Rebecca J Hoguerjh.goingeast.ca/wp-content/dossier/RHogue-Teaching-Dossier.pdfTeaching Dossier – Rebecca J Hogue ... Teaching Strategies for Health Professions Education

Teaching Dossier –

Rebecca J Hogue This is a printout of Rebecca Hogue’s Web-based teaching dossier. To view a full-

featured version of the dossier, see http://rjh.goingeast.ca/teaching-dossier.

This printout contains the following documents:

Teaching Dossier

Essential Teaching Skills one page description

Sample PED 3103 Road Map

Sample TCOM240 Syllabus

Sample TCOM240 Course Schedule

TCOM 240 2011 Learner Feedback

Faculty Workshop on Building Online Community Workshop Design

Professional course design and teaching recommendations

http://rjh.goingeast.ca/teaching-dossier

Teaching Dossier

Rebecca Hogue

email: [email protected]

phone: 613-454-5296

mailto:[email protected]

I am currently pursuing a PhD in Education at the University of Ottawa. My professional background is in instructional design andsoftware quality assurance. I hold a Master of Arts Degree in Distributed Learning (Distance Education), and a Bachelor of ScienceDegree in Computer Science. My passion is for teaching learning professionals how to integrate technology into their teachingpractice. My research involves creating faculty development resources for integrating mobile technology into university teaching.

I teach adults, who often are either working professionals or full time students that have completed at least one post-secondarydegree. When teaching, I see myself as a facilitator of learning rather than a lecturer. I believe that in order for adults to learn,they must be able to associate the material being presented with their life experiences. Also, I believe that learning is increasedwhen learners have an opportunity to share their experiences, and that adult classrooms (face-to-face and virtual) provide arich opportunity for the sharing of experiences in a manner that benefits everyone.

I believe learners best demonstrate their learning through reflective and portfolio based assignments. For example, in"Microsoft Word for Technical Writers: Advanced", a five-week online skills-based course in the Certificate in TechnicalCommunication program at Simon Fraser University, the major assignment requires that learners demonstrate their knowledgeof advanced features of Microsoft Word by producing a document that uses the features that are covered in the online coursematerial. In addition, learners are also required to write one or two paragraphs reflecting on their learning experience. I believethat this reflective exercise both helps me as the teacher appreciate where they are in learning the material, but also serves asconfirmation to the learner for what they have learned.

When I design a course, I see myself as a curator of knowledge, searching for a variety of resources to support the learninggoals. For example, when designing "Microsoft Word for Technical Writers: Advanced", I sought out websites and videos thatdemonstrated the variety of techniques presented throughout the course. When I was not able to find quality content, I createdit.

When technology or social media can enhance the learner experience, I integrate it into the course. For example, in MicrosoftWord for Technical Writers: Advanced, I included a Twitter chat where learners can interact with professional technical writerswho use Microsoft Word in their practice. In a graduate synthesis seminar, I integrated an open-source reference managementtool that includes a reference sharing component. I believe that integrating technology into learning is important; however, itmust be integrated only when it improves the learner experience or is in some way useful for the learner.

I prefer to teach either online or using a hybrid model. I believe that online discussions allow learners an opportunity toparticipate in more reflective dialog than can occur within the time constrained face-to-face classroom. When teaching online, Ibelieve that it is important that learners perceive that I am present in the online classroom and that I am available to answerany questions they have in a timely fashion. To that end, I adjust my work schedule to ensure that I respond to email requestsquickly, usually twice per day when a class is in session, and I make myself available to students using the technologies theynormally use to communicate, such as Skype.

Courses designed

Date Course Design experience

December 2011 EDU 5199Synthesis SeminarUniversity of Ottawa

Redesigned course interfaces to make content more user friendly,including mobile device friendly content, and a modernlook-and-feel.

Included social media module (using social media tools forsharing APA references to course readings).

December 2011 EDU 5261Curriculum Design for HealthProfessions EducationUniversity of Ottawa

Redesigned course interfaces to make content more user friendly,including mobile device friendly content, and a modernlook-and-feel.

May - September 2011 Essential Teaching Skills forPreceptors in Family MedicineFaculty development, Department

Lead instructional design on team that designed and implementedworkshop on teaching skills for family practice preceptors,involving a half day face-to-face workshop and four half-hour

Teaching Dossier - Rebecca J HogueTeaching Dossier - Rebecca J Hogue

Teaching philosophy

University teaching experience

Rebecca Hogue Teaching Dossier http://rjh.goingeast.ca/wp-content/dossier/dossier.html

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of Family Medicine, University ofOttawa

online modules (one page course description).

July - August 2011 PED 3103Curriculum Design and Evaluationin EducationUniversity of Ottawa

Restructured the course from online to hybrid. Redesigned courseinterfaces to make content more user friendly, including mobiledevice friendly content, and a modern look-and-feel.

Sample PED 3103 Road Map

November - December 2010 TCOM 240Microsoft Word for TechnicalWriters: AdvancedSimon Fraser University

Complete course re-design to integrate newer versions ofMicrosoft Word, videos, and new web references.

Courses taught

Date Course University

January - February 2012 TCOM 240Microsoft Word for Technical Writers: AdvancedSample SyllabusSample Course Schedule

Simon Fraser University

January - February 2011 TCOM 240Microsoft Word for Technical Writers: Advanced

Simon Fraser UniversityLearner feedback

November - December 2010 TCOM 120Technical Writing and Editing


June 2005 Faculty Workshop on Building Online CommunityWorkshop Design

Algonquin College

January - April 1995 CSC 100 LabIntroduction to Computer Science - Lab

University of Victoria

January - April 1994 CSC 115 LabFundamentals of Computer Programming II - Lab

University of Victoria

Courses assisted

Date Course University

January - April 2012 EDU 5199Synthesis Seminar

University of Ottawa

January - April 2012 EDU 5261Curriculum Design for Health Professions Education


September - December 2011 PED 3103Curriculum Design and Evaluation in Education


June - July 2010 TCOM 320Documentation Project Management


Date Company/Role Teaching Experience

2009 - 2010 In-Touch Survey SystemsProject Manager

Developed and facilitated electronic data collection producttraining

Authored client specific user documentation

2002 - 2010 RJ Hogue ConsultingLearning Consultant(recommendation)

Analyzed, defined, and documented processes to ensureefficiency and sustainability

Professional course design and teaching


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Created high level and detailed customer training anddocumentation strategies

Designed and implemented program evaluations

Authored technical documentation and training material forcomplex software products

2006 - 2007 CloakwareTraining Specialist(recommendation)

Analyzed customer and sales engineer training requirements,developed training strategies, and implemented traininginterventions

Developed a training lab environment that was adopted by QAand customer support

Modified product designs to create a more user-friendlyexperience

Designed and implemented a web-based delivery infrastructure

2002 - 2006 Ottawa Sailing SchoolBasic Cruise Instructor

Taught the CYA Basic Cruising course, with experiential on-waterand classroom components

2004 - 2006 CadmianInstructional Designer(recommendation)

Analyzed training requirements, designed and developed single-source, e-learning, and instructor-led training courses for clientssuch as Microsoft, Adobe, and Symantec

Developed program evaluation frameworks

Designed training documentation templates

2000 - 2002 NortelProduct Manager(recommendation)

Defined and documented commercial specifications fortelecommunication product releases

Presented at user forums

Designed and delivered sales engineering training

Developed a hands-on course for deploying the CVX VoIPsolution

1998 - 2000 NortelTechnology Trial Manager

Project managed technology trials (beta and post-release salestrials)

Developed and delivered on-site hands-on product training tocustomers

1996 - 1998 Bell Northern ResearchVerification Team Leader(recommendation)

Led a verification team through multiple product releases

Project managed customer acceptance testing activities

Delivered product demonstrations to customers

Developed product test strategies, product test plans, andcustomer acceptance test plans

Date / Type Course Institution

2011University Course

ESG 5300Theory and Practice of Undergraduate Teaching



EDU 5201Teaching Strategies for Health Professions Education



MDDE 615Human Factors in Educational Technology

Athabasca University


DL 516Online Facilitation and Community Building

Royal Roads University


DL 514Conducting Needs Analysis and Program Evaluation


Teaching education and professional development


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DL 502Instructional Design



DL 501Learning Theory



DL 505Introduction to Distributed Learning


© 2012 Rebecca Hogue, email: [email protected], phone: 613-454-5296© 2012 Rebecca Hogue, email: [email protected], phone: 613-454-5296


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Essential Teaching Skills

one page description

7-Jul-11

Essential Teaching Skills For Preceptors This is a hybrid course (CME-certified MainPro-C) involving a four-hour face-to-face workshop and four 30-minute independent study online modules. The goals of the course are to:

Respond to preceptors expressed desire and need to become better teachers.

Deliver an accessible, convenient, and relevant hybrid resource presenting an overview of basic clinical teaching knowledge and skills.

Support preceptors in becoming more prepared, resourceful, effective teachers.

Improve training for Residents resulting in better patient care.

Session Structure Learning Objectives Essential Preceptor Skills

Face-to-Face Half-Day Workshop 8:30-12:30 (Coffee and muffins; and light lunch provided)

After completing this workshop, learners will be able to:

Describe the revised DFM Triple C Competency Based Curriculum

Conduct an effective direct observation of a resident

Provide constructive feedback to a resident

Use a variety of assessment tools to evaluate a resident

Being an Effective Preceptor

Online Module 1 Anytime and place you have Internet access To be completed within 30-days of the workshop

After completing this module, learners will be able to:

Prepare for the resident

Describe adult learning principles

Ask effective questions

Learning Plans Online Module 2 Anytime and place you have Internet access To be completed within 30-days of the workshop


Describe what a learning plan is and its benefits

Write effective learning objectives

Create an track progress along a learning plan

Learners in Difficulty

Online Module 3 Anytime and place you have Internet access To be completed within 30-days of the workshop


Recognize the signs of a resident in difficulty

Describe the necessary steps to take when a resident is in difficulty

Describe the resources available to access when a resident is in difficulty

Reflection on Practice

Online Module 4 Anytime and place you have Internet access Beginning three months after the completion of module 3, to be completed within 10-days

After completing this module, learners will have reflected upon:

What they personally learned in the course

How the course affected their clinical teaching

How the course changed their clinical practice

Sample PED 3103 Road

Map

Sample TCOM240 Syllabus

Course SyllabusCourse SyllabusTCOM240 is a four week online course that is part of the certificate in Technical Writing program at Simon FraserTCOM240 is a four week online course that is part of the certificate in Technical Writing program at Simon FraserUniversity. All learners will have completed at least one online course in the Technical Writing certificate program prior toUniversity. All learners will have completed at least one online course in the Technical Writing certificate program prior totaking this course. Learners in this course are assumed to have basic proficiency in Microsoft Word. The goal of thistaking this course. Learners in this course are assumed to have basic proficiency in Microsoft Word. The goal of thiscourse are to provide learners with the skills they need to professionally configure complex page-layout documentationcourse are to provide learners with the skills they need to professionally configure complex page-layout documentationusing Microsoft Word.using Microsoft Word.

Course design philosophyCourse design philosophy

The design of this course draws on adult learning theory and social constructivist learning theory. The professor for theThe design of this course draws on adult learning theory and social constructivist learning theory. The professor for thecourse acts in the role of facilitator, rather than teacher, providing guidance when necessary. The readings and course acts in the role of facilitator, rather than teacher, providing guidance when necessary. The readings and coursecoursescheduleschedule provide direction to learners. It is expected that all learners take responsibility for their own learning, and remain provide direction to learners. It is expected that all learners take responsibility for their own learning, and remainon-schedule. This is a skills-based course, where learners will be expected to demonstrate skills proficiency by submittingon-schedule. This is a skills-based course, where learners will be expected to demonstrate skills proficiency by submittingweekly assignments.weekly assignments.

The activities for each week of the course are divided into three areas:The activities for each week of the course are divided into three areas:

ReadingReading. This is the learning material for the course - it replaces a textbook. You should be progressing through. This is the learning material for the course - it replaces a textbook. You should be progressing throughthe material according to the course schedule. In many cases the course modules provide links to external articlesthe material according to the course schedule. In many cases the course modules provide links to external articlesand videos. These are NOT optional. You will need the information provided in these external resources in order toand videos. These are NOT optional. You will need the information provided in these external resources in order tosuccessfully complete the assignments.successfully complete the assignments.AssignmentsAssignments. Assignments are graded activities, that provide you with an opportunity to demonstrate your. Assignments are graded activities, that provide you with an opportunity to demonstrate yourproficiency with using Microsoft Word. There is an assignment following each module. Be mindful of the deadlines.proficiency with using Microsoft Word. There is an assignment following each module. Be mindful of the deadlines.I draw special attention to the assignment for module 3: dynamic content, as learners in the past have found itI draw special attention to the assignment for module 3: dynamic content, as learners in the past have found itparticularly time consuming.particularly time consuming.Discussions/ActivitiesDiscussions/Activities. There is a discussion forum setup for each discussion listed in the course schedule. For. There is a discussion forum setup for each discussion listed in the course schedule. Foreach discussion, you are expected to write a substantive post on the discussion topic and reply to at least two ofeach discussion, you are expected to write a substantive post on the discussion topic and reply to at least two ofyour fellow students. You will find that there is a lot you can learn from your fellow students. This is one of theyour fellow students. You will find that there is a lot you can learn from your fellow students. This is one of thebenefits of online learning. Discussions are most effective if you can submit your initial post at the beginning of thebenefits of online learning. Discussions are most effective if you can submit your initial post at the beginning of theweek, with follow up posts later in the week. Please watch for other student's comments and questions regardingweek, with follow up posts later in the week. Please watch for other student's comments and questions regardingyour post.your post.

To keep this course short, we focus only on the features of Word that you need for professional, long documents. It wouldTo keep this course short, we focus only on the features of Word that you need for professional, long documents. It wouldtake thousands of pages to cover all aspects of Word. Therefore, this course omits discussion of other Word features,take thousands of pages to cover all aspects of Word. Therefore, this course omits discussion of other Word features,including:including:

Creating documents in Word 2003.Creating documents in Word 2003.Features that are not essential in formatting technical documents. For example, most professional documents doFeatures that are not essential in formatting technical documents. For example, most professional documents donot need Mail Merge, Envelopes and Labels, Forms, Track Changes, Comments, and Save as Web Page.not need Mail Merge, Envelopes and Labels, Forms, Track Changes, Comments, and Save as Web Page.Layout techniques that are hard to revise. For example, Columns, Text Boxes, and Frames are hard to revise.Layout techniques that are hard to revise. For example, Columns, Text Boxes, and Frames are hard to revise.Automatic formatting that reduces design consistency or revisability. For example, AutoSummarize, AutoFormat,Automatic formatting that reduces design consistency or revisability. For example, AutoSummarize, AutoFormat,Table AutoFormat, and AutoMark Indexes reduce your control over formatting.Table AutoFormat, and AutoMark Indexes reduce your control over formatting.Buggy features that reduce document reliability. For example Bullets and Numbering, Image Text Wrapping, andBuggy features that reduce document reliability. For example Bullets and Numbering, Image Text Wrapping, andMaster Documents do not work reliably. Instead, you'll learn reliable alternatives.Master Documents do not work reliably. Instead, you'll learn reliable alternatives.

Screen captures and procedures for this course were written using Word 2010 for the PC. Where applicable, we haveScreen captures and procedures for this course were written using Word 2010 for the PC. Where applicable, we havenoted differences with Word 2007. In some places we have noted changes from Word 2003 – however, we have notnoted differences with Word 2007. In some places we have noted changes from Word 2003 – however, we have not

Microsoft Word for Technical Writers: Advanced

Course structure

What this course does not cover

About Word versions

TCOM 240 Microsoft Word for Technical Writers: Advanced file:///Volumes/Macintosh HD/Users/rhogue/Dropbox/SFU-T...

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done this in all instances. done this in all instances.

The menu structure changed significantly between Word 2003 and 2007. In many cases, the dialog boxes are the same;The menu structure changed significantly between Word 2003 and 2007. In many cases, the dialog boxes are the same;however, the way in which you launch them has changed. If you are using Word 2003, you will need to use the Microsofthowever, the way in which you launch them has changed. If you are using Word 2003, you will need to use the Microsoftsoftware documentation to find the features discussed in this course.software documentation to find the features discussed in this course.

We made specific mention of buggy features in Word 2003 and Word 2007. At the time of writing, Word 2010 was tooWe made specific mention of buggy features in Word 2003 and Word 2007. At the time of writing, Word 2010 was toonew to know if the features where still problematic.new to know if the features where still problematic.

This course contains four learning modules, each with an associated assignment:This course contains four learning modules, each with an associated assignment:

Assignment 1: FormattingAssignment 1: Formatting (20 points) (20 points)Assignment 2: Page layoutAssignment 2: Page layout (25 points) (25 points)Assignment 3: Dynamic contentAssignment 3: Dynamic content (30 points) (30 points)Assignment 4: Shared authoringAssignment 4: Shared authoring (20 points) (20 points)

Included with each assignment description are the marking guidelines for the specific assignment and the submissionIncluded with each assignment description are the marking guidelines for the specific assignment and the submissionguidelines. Please review them before submitting your assignment. Typically, one point is removed for each type of errorguidelines. Please review them before submitting your assignment. Typically, one point is removed for each type of errorfound in the assignment.found in the assignment.

The marks for your assignments total to 95%. The remaining 5% is assigned to participation in the discussions and theThe marks for your assignments total to 95%. The remaining 5% is assigned to participation in the discussions and theactivities.activities.

Get comfortable with the tools in the left navigation area:Get comfortable with the tools in the left navigation area:

Course Content.Course Content. Links to the About This Course, Course Syllabus, and Course Schedule. Links to the About This Course, Course Syllabus, and Course Schedule.Course Schedule.Course Schedule. Displays a schedule of all course activities. This is your quickest way to launch all course Displays a schedule of all course activities. This is your quickest way to launch all coursecontent.content.AnnouncementsAnnouncements. Displays notices from the instructor.. Displays notices from the instructor.Learning Modules. Learning Modules. Contains each of the weekly readings.Contains each of the weekly readings.Discussions.Discussions. Contains message forums where you can ask questions and see responses from other students and Contains message forums where you can ask questions and see responses from other students andthe instructor. Use this for most of your questions and comments -- anything that isn't private.the instructor. Use this for most of your questions and comments -- anything that isn't private.Assignments Assignments . Displays each of the assignments. Use this to download the files and instructions for each. Displays each of the assignments. Use this to download the files and instructions for eachassignment and then submit your completed work. If your assignment contains more than one file, place all filesassignment and then submit your completed work. If your assignment contains more than one file, place all filesinto one folder and compress (zip) the folder. Ensure the file name contains your name.into one folder and compress (zip) the folder. Ensure the file name contains your name.CalendarCalendar. Displays a calendar showing when modules. Displays a calendar showing when modulesMailMail. Contains an email tool where you can send private messages to the instructor or other students.. Contains an email tool where you can send private messages to the instructor or other students.ChatChat. Contains a live messaging system like MSN Messenger where you can "meet" with other students in the. Contains a live messaging system like MSN Messenger where you can "meet" with other students in thecourse.course.AssessmentsAssessments. Contains a course evaluation that you complete at the end of the course. Learner feedback is. Contains a course evaluation that you complete at the end of the course. Learner feedback isimportant - please take the time after your final assignment to complete the form. All responses are anonymous.important - please take the time after your final assignment to complete the form. All responses are anonymous.

If you have problems or questions, try the Help button at the top. If you’re still having problems, go into Discussions andIf you have problems or questions, try the Help button at the top. If you’re still having problems, go into Discussions andpost a question in the “Technical problems not related to this course” topic.post a question in the “Technical problems not related to this course” topic.

If you have a course related question, please consider whether your question would be of interest to other learners in theIf you have a course related question, please consider whether your question would be of interest to other learners in theclass. If it is of general interest, post the question to the class. If it is of general interest, post the question to the Questions for RebeccaQuestions for Rebecca forum. forum.

Learning online is a little different than learning in a classroom, so the rules of behaviour are a little different too.Learning online is a little different than learning in a classroom, so the rules of behaviour are a little different too.

Please review and follow these common-sense guidelines:Please review and follow these common-sense guidelines:

Honour your commitments. Honour your commitments. Complete and submit your assignments on or before their due date.Complete and submit your assignments on or before their due date.

Assignments

About this virtual classroom

Classroom guidelines


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Consider your communications. Consider your communications. Online messages are not the same as face-to-face communications. Try toOnline messages are not the same as face-to-face communications. Try tomake sure that your emails and discussion group postings aren’t offensive or hurtful. When your tone of voice can’tmake sure that your emails and discussion group postings aren’t offensive or hurtful. When your tone of voice can’tbe heard or your body language seen, some messages may sound blunt, even when they aren’t intended to be.be heard or your body language seen, some messages may sound blunt, even when they aren’t intended to be.Assume good intentions. Assume good intentions. It is too easy to miscommunicate when only using writing as a medium. Always assumeIt is too easy to miscommunicate when only using writing as a medium. Always assumethe author of any post had good intentions.the author of any post had good intentions.Don't shout. Don't shout. Typing in all upper case is considered shouting.Typing in all upper case is considered shouting.Respect the privacy of other students. Respect the privacy of other students. You have access to information about all members of this class. PleaseYou have access to information about all members of this class. Pleasedon’t give this information to anyone outside of the class, or use it for any other purpose. For example, don’t adddon’t give this information to anyone outside of the class, or use it for any other purpose. For example, don’t addthe email addresses of class members to a mailing list not related to the course.the email addresses of class members to a mailing list not related to the course.Don’t broadcast your emails to everyone. Don’t broadcast your emails to everyone. Send your emails only to the people they apply to, not the entireSend your emails only to the people they apply to, not the entireclass. If you want to communicate with the entire class, use a discussion forum.class. If you want to communicate with the entire class, use a discussion forum.Don’t harass anyone. Don’t harass anyone. The normal rules of appropriate adult behaviour apply online. Don’t pester or annoy others.The normal rules of appropriate adult behaviour apply online. Don’t pester or annoy others.Keep your emails and postings focused on the course, and respect the feelings of those you interact with. It’s OK toKeep your emails and postings focused on the course, and respect the feelings of those you interact with. It’s OK toreveal personal details about yourself, but don’t go overboard. Sexually suggestive, obscene, or profanereveal personal details about yourself, but don’t go overboard. Sexually suggestive, obscene, or profanecommunications are forbidden. If you violate this rule, you may be expelled from the course.communications are forbidden. If you violate this rule, you may be expelled from the course.

Created by Rebecca Hogue, Lasted edited: December 2011


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Sample TCOM240 Course

Schedule

TCOM 240 2011 Learner

Feedback

This page contains excerpts of learner feedback where it is available.

TCOM 240 January 2011 - Simon Fraser University

Excerpts from the end of course evaluation survey:

"knowledgeable and very responsive instructor"

"instructor feedback concise and really valuable"

"Module material is good, with many useful reference links. Particular strength of this course is theinstructor Rebecca Hogue; she was very available to students, returned assignments quickly, andtook extra time to assist in times of confusion."

"Excellent facilitator - knowledgeable, responsive, clear, supportive, fastest feedback andassignment marking of the 6 courses I've taken so far in this program."

"The most efficient facilitator so far, very timely and helpful."

"Rebecca was great. I really appreciated that she answer questions quickly."

Learner FeedbackLearner Feedback home

© 2011 Rebecca Hogue© 2011 Rebecca Hogue

Learner Feedback http://rjh.goingeast.ca/wp-content/dossier/dossier.html

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Faculty Workshop on

Building Online Community

Workshop Design

Faculty Workshop on Building Online Community 1

Running head: INSTRUCTIONAL DESIGN DOCUMENT

Designing an Online Faculty Workshop on Building Community in Online Courses

Instructional Design Document

Rebecca Hogue


Master of Arts in Distributed Learning


WORKSHOP DESCRIPTION

This experiential 4-week interactive workshop is about building community within the online classroom. Participants will learn about

the advantages to community in the online classroom while experiencing community building first hand. In addition, participants will share

their experiences and discuss current best practices associated with building learning communities.

WORKSHOP GOALS

The goals of the workshop are as follows:

• To provide faculty an opportunity to experience online learning community from a student perspective

• To provide faculty tools to help them implement community in their online classrooms

• To provide faculty with knowledge of best practices associated with community building in online classrooms

WORKSHOP AUDIENCE

This workshop is appropriate for faculty currently teaching online and faculty considering teaching online.

WORKSHOP OUTLINE

Week 1 – Community openings and defining online learning communities

Week 2 – Course design characters and how they effect community

Week 3 – Community building scaffolds and course facilitation

Week 4 – Determining success and community closing


WORKSHOP DETAILED DESIGN

Learning Objective Content and Activity Notes Instructor Notes

Week 1 – Community openings and defining online learning communities

List the name of each

participant and describe

how each participant

brings something unique

to the community.

Introduction needs to include:

• Teaching experience, both f2f and online

• Workshop expectations

Their views on the difference between the f2f

classroom and the online classroom

Try to allow the participants to start this

discussion. However, if they don’t post, you can

do an intro post.

Follow up on each introductory posting welcoming

learner to the class. Also, try to add a unique way

that each learner can contribute to the

community.

Do a closing weave that shows how each

participant brings something unique to the

community.

Create your own definition

of a learning community.

There are many definitions of learning communities.

Content: Compile a bunch of different definitions of

learning communities. Also include some communities

of practice and other terms that mean about the same

thing.

Activity: Using the various definions of learning

This will be the first test to determine how well the

community is forming. Try to allow other learners

to post prior to replying to any posts.

Compile the benefits of learning communities in

the online classroom. Try to introduce these

benefits as participants discuss them.


community and your experience with teaching online,

answer the following questions:

1 - How would define a learning community? And why

did you chose your definition?

2 - How does your definition fit with your current online

courses?

3 – What changes could your make to your online

classes to incorporate aspects of the learning

community you have defined?

4 – What benefits do you see to incorporating a

learning community into your classrooms?

In addition to answers these questions, please make a

substantive post to at least 2 other participant’s posts.

Professional course design

and teaching

recommendations