SAIT2online
1. GET STARTED
4. BUILD ONLINE
9. GO LIVE
5. ADD RESOURCES
8. CHECK QUALITY
3. CHOOSE TECHNOLOGY
7. SHARE PLAN
10. REFLECT
2. DESIGN FOR ONLINE
6. ENSURE INCLUSIVITY
Teaching and Learning Commons
Visit us online
Content on this site is licensed under a Creative Commons Attribution 4.0 International license. It is attributed to Humber, Teaching and Learning
1. Get started
HOME
What you need to know about moving your course online before you get started
Materials you need to get started
How online learning is different
Curriculum renewal
Get help with this topic
Checklist for this step
Tip sheet for this step
Back
How online learning is different
Videos to help orient your thninking as you begin this process
Things to think about before you start to build - approx. 4 min
Learning to teach online - approx. 45 min
Training at SAIT
Online instruction requires different methods to help students learn. This course is designed to help corporate trainers and teachers update their skill sets to teach effectively online. Credit: LinkedIn Learning
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.
Back
Curriculum renewal
There are three overarching themes that guide this process
Universal Design for Learning - UDL
Constructive alignment
Backward design
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
A concept that was first adapted for the educational context in 1998 by Wiggins and McTighe, it refers to developing a program, course, unit or lesson with the end goals or outcomes in mind.
Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.
2. Design for online
HOME
Design your learning modules to align learning outcomes, assessments and learning experiences
Step by step guide
Assessment and activity planner
Online course design tool
Get help with this topic
Virtual training on this topic
Tip sheet for this step
Back
Virtual training
How online learners learn - approx. 4 min
Training at SAIT
Course design for moving your course online
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
3. Choose technology
HOME
What you need to know to choose the ideal tools that best suit your course's unique needs
Educational technology tools
How-to guides
Get help with this topic
Virtural training on this topic
Back
Choosing technology thoughtfully
Training at SAIT
Technology integration in the classroom - approx. 4 min
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
Learn about the SAMR model (Substitution, Augmentation, Modification and Redifinition) and how it can orient your thinking around using technology to enhance and transform your instruction.
4. Build online
HOME
Now that you've mapped out your course and considered the tools, it's time to build your modules
Content builder guide
Virtual training on this topic
Brightspace content
Get help with this topic
Checklist for this step
Edtech bank
5. Add resources
HOME
Don't reinvent the wheel! There are many readily available educational resources to use in your online course
Reg Erhardt Library
Open Educational Resources (OERs)
CADI
Video resources
Get help with this topic
6. ENSURE INCLUSIVITY
HOME
What you need in order to consider variables for diverse students and remove potenial barriers to learning
Accessible campus
Checklist for this step
Building an inclusive course
Accessibilty Tools
Vitural Training
Get help with this topic
6. ENSURE INCLUSIVITY
HOME
What you need in order to consider variables for diverse students and remove potenial barriers to learning
Accessible campus
Checklist for this step
Building an inclusive course
Accessibilty tools
Vitural training
Get help with this topic
Back
Building an inclusive course
An inclusive course is an accessible course.
Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content.
As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.
Back
Building an inclusive course
An inclusive course is an accessible course.
Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content.
As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.
Back
Checklist for this step
1. Present your information in many ways. For example, if you share a video, include closed captions and a script. When selecting examples, be mindful to represent the diverse backgrounds of the SAIT community.
2. Make your digital content as accessible as possible. Follow accessibility guidelines for digital content, Word, and PowerPoint.
3. Reach out to students with individual accommodations. Be sure they have the support they need to be fully involved in the course. The student should be speaking with SAIT's Accessibility Services. 4. Offer a range of options for students to demonstrate their learning. For example, some students are motivated by deeper dives into a topic. Others respond well to lively discussion threads. Variable options help everyone.
5. Connect with your students. Reassure them that you will be flexible and compassionate during these challenging time. Invite them to reach out to you if they are struggling with academic or personal well-being.
Back
Virtual training
Training module - approx. 30 min
How to make learning accessible for the wide range of students who will be part of your online course.
As an instructor, you will become familiar with accessibility features found in Brightspace Learning Environment to improve access for learners. You will explore the adjustable account settings, accessibility checker, and special access within quizzes and assignments.
Accessibility Brightspace - approx. 20 min
20 tips—in educational practices and technical practices—for how faculty can make their courses more accessible to students with disabilities.
Expert video presentation - approx. 17 min
7. SHARE PLAN
HOME
Build a course trailer to show your students what they can expect from the course
Peer to peer
Welcome your students
Back
Welcome your students
An important first step to creating social and teacher presence
Create a welcome video
Create a welcome video: Create a welcome message designed to calm student fears and let them know that you are “in this together” and ready to fully support their continued learning. Create Q&A and social forums: Create a question-and-answer forum in which students can post general questions about the course and assignments. If you think it would be helpful, you can also create a social forum for students to connect with one another. Monitor the Q&A forum to ensure that correct information is being shared and to address any unanswered questions (Darby & Lang, 2019, p. 29). Create an online orientation video: Create a video that takes your students on a tour of your course in the online environment. Try to include the following on your tour: (a) how to prepare for online learning, (b) directions for navigating the course, and (c) weekly communication expectations
Create Q&Aand social forums
Create an online orientation video
Darby, F., & Lang, J>M> (2019). Small teaching online: Applying learning science in online classes. San Francisco, CA: Jossey-Bass
8. CHECK QUALITY
HOME
Give it a thumbs up. Click on each of these topics for a list of criteria that support standards for quality online courses
Learning experiences and interactions
Learning outcomes
Course overview and introduction
Assessment and evaluation
Accessibility and useablilty
Learner support
Copyright
Course technology
9. GO LIVE
HOME
What you need to do to reflect on the course you have built, and to take it live
The student experience
Get help with this topic
Checklist for this topic
10. REFLECT
HOME
Regular, authentic reflection allows for effective, positive action in the classroom
Reflective practice
High-five a peer
Checklist for this topic
Get help with this topic
Back
SAIT's Online Course Guide
matt.karns
Created on May 15, 2020
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Transcript
SAIT2online
1. GET STARTED
4. BUILD ONLINE
9. GO LIVE
5. ADD RESOURCES
8. CHECK QUALITY
3. CHOOSE TECHNOLOGY
7. SHARE PLAN
10. REFLECT
2. DESIGN FOR ONLINE
6. ENSURE INCLUSIVITY
Teaching and Learning Commons
Visit us online
Content on this site is licensed under a Creative Commons Attribution 4.0 International license. It is attributed to Humber, Teaching and Learning
1. Get started
HOME
What you need to know about moving your course online before you get started
Materials you need to get started
How online learning is different
Curriculum renewal
Get help with this topic
Checklist for this step
Tip sheet for this step
Back
How online learning is different
Videos to help orient your thninking as you begin this process
Things to think about before you start to build - approx. 4 min
Learning to teach online - approx. 45 min
Training at SAIT
Online instruction requires different methods to help students learn. This course is designed to help corporate trainers and teachers update their skill sets to teach effectively online. Credit: LinkedIn Learning
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.
Back
Curriculum renewal
There are three overarching themes that guide this process
Universal Design for Learning - UDL
Constructive alignment
Backward design
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
A concept that was first adapted for the educational context in 1998 by Wiggins and McTighe, it refers to developing a program, course, unit or lesson with the end goals or outcomes in mind.
Learn about the evidence-based principles for a course design that allow students to spend more time learning content and skills and less time learning to navigate the course site.
2. Design for online
HOME
Design your learning modules to align learning outcomes, assessments and learning experiences
Step by step guide
Assessment and activity planner
Online course design tool
Get help with this topic
Virtual training on this topic
Tip sheet for this step
Back
Virtual training
How online learners learn - approx. 4 min
Training at SAIT
Course design for moving your course online
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
3. Choose technology
HOME
What you need to know to choose the ideal tools that best suit your course's unique needs
Educational technology tools
How-to guides
Get help with this topic
Virtural training on this topic
Back
Choosing technology thoughtfully
Training at SAIT
Technology integration in the classroom - approx. 4 min
Join a live training session on how teaching online is different than in a face-to-face environment, or tune in to recordings from past live sessions.
Learn about the SAMR model (Substitution, Augmentation, Modification and Redifinition) and how it can orient your thinking around using technology to enhance and transform your instruction.
4. Build online
HOME
Now that you've mapped out your course and considered the tools, it's time to build your modules
Content builder guide
Virtual training on this topic
Brightspace content
Get help with this topic
Checklist for this step
Edtech bank
5. Add resources
HOME
Don't reinvent the wheel! There are many readily available educational resources to use in your online course
Reg Erhardt Library
Open Educational Resources (OERs)
CADI
Video resources
Get help with this topic
6. ENSURE INCLUSIVITY
HOME
What you need in order to consider variables for diverse students and remove potenial barriers to learning
Accessible campus
Checklist for this step
Building an inclusive course
Accessibilty Tools
Vitural Training
Get help with this topic
6. ENSURE INCLUSIVITY
HOME
What you need in order to consider variables for diverse students and remove potenial barriers to learning
Accessible campus
Checklist for this step
Building an inclusive course
Accessibilty tools
Vitural training
Get help with this topic
Back
Building an inclusive course
An inclusive course is an accessible course.
Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content. As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.
Back
Building an inclusive course
An inclusive course is an accessible course.
Because your students vary in their identities, background knowledge, language skills, age, maturity, and access to technology, they will respond differently to presentation of content. As you transition from a face-to-face course into an online environment, take a moment to anticipate 1) the range of your students’ identities and lived experiences; 2) the ever-changing variables that affect their learning; and 3) any barriers your students might face in interacting with your online course.
Back
Checklist for this step
1. Present your information in many ways. For example, if you share a video, include closed captions and a script. When selecting examples, be mindful to represent the diverse backgrounds of the SAIT community. 2. Make your digital content as accessible as possible. Follow accessibility guidelines for digital content, Word, and PowerPoint. 3. Reach out to students with individual accommodations. Be sure they have the support they need to be fully involved in the course. The student should be speaking with SAIT's Accessibility Services. 4. Offer a range of options for students to demonstrate their learning. For example, some students are motivated by deeper dives into a topic. Others respond well to lively discussion threads. Variable options help everyone. 5. Connect with your students. Reassure them that you will be flexible and compassionate during these challenging time. Invite them to reach out to you if they are struggling with academic or personal well-being.
Back
Virtual training
Training module - approx. 30 min
How to make learning accessible for the wide range of students who will be part of your online course.
As an instructor, you will become familiar with accessibility features found in Brightspace Learning Environment to improve access for learners. You will explore the adjustable account settings, accessibility checker, and special access within quizzes and assignments.
Accessibility Brightspace - approx. 20 min
20 tips—in educational practices and technical practices—for how faculty can make their courses more accessible to students with disabilities.
Expert video presentation - approx. 17 min
7. SHARE PLAN
HOME
Build a course trailer to show your students what they can expect from the course
Peer to peer
Welcome your students
Back
Welcome your students
An important first step to creating social and teacher presence
Create a welcome video
Create a welcome video: Create a welcome message designed to calm student fears and let them know that you are “in this together” and ready to fully support their continued learning. Create Q&A and social forums: Create a question-and-answer forum in which students can post general questions about the course and assignments. If you think it would be helpful, you can also create a social forum for students to connect with one another. Monitor the Q&A forum to ensure that correct information is being shared and to address any unanswered questions (Darby & Lang, 2019, p. 29). Create an online orientation video: Create a video that takes your students on a tour of your course in the online environment. Try to include the following on your tour: (a) how to prepare for online learning, (b) directions for navigating the course, and (c) weekly communication expectations
Create Q&Aand social forums
Create an online orientation video
Darby, F., & Lang, J>M> (2019). Small teaching online: Applying learning science in online classes. San Francisco, CA: Jossey-Bass
8. CHECK QUALITY
HOME
Give it a thumbs up. Click on each of these topics for a list of criteria that support standards for quality online courses
Learning experiences and interactions
Learning outcomes
Course overview and introduction
Assessment and evaluation
Accessibility and useablilty
Learner support
Copyright
Course technology
9. GO LIVE
HOME
What you need to do to reflect on the course you have built, and to take it live
The student experience
Get help with this topic
Checklist for this topic
10. REFLECT
HOME
Regular, authentic reflection allows for effective, positive action in the classroom
Reflective practice
High-five a peer
Checklist for this topic
Get help with this topic
Back