Fielding Graduate University

This course focuses on developing a shared vocabulary of technical language and discusses the pedagogical concerns in delivery of quality online education. In addition, focus will be on the theories that scaffold the practice of online teaching, such as constructivist learning, transformative learning, and online learning communities. Strategies for facilitation, including syllabus development, promoting active participation online, incorporating activities that create and maintain learner engagement, and effective assessment of student work will be explored. Application of the knowledge gained will be demonstrated through the creation and delivery of a lesson for an online or hybrid course. Through this process, participants will demonstrate effective facilitation and assessment skills.

This course explores theories of instructional design, learning theory, and learning styles and their impact on the development of online courses. Other issues and concerns, such as intellectual property rights will also be reviewed along with application of theories and ideas to an existing course or a course in development. Exploration of means by which learner’s critical thinking and reflective skills can be developed will also be discussed.

Pre-requisites: EDU-565

This course provides an opportunity for students to further explore the important topic of online assessment. The goal is to explore assessments that go beyond tests and quizzes so that participants can include an array of assessments in their own online courses as well as gain understanding of the principles and practices of effective assessment. Rubric development will also be an important component of this course.

Pre-requisites: EDU-566

Online instructors around the world are deep in the midst of implementing user-generated content and social Web applications. But what comes next? In a world where Google is the dominant reference paradigm and students are comfortable texting, engaging on Facebook and Twitter, how will the emergence of new technologies impact teaching and learning? The semantic web could be our next killer app, but only if we can find ways to leverage it properly. And the mobile revolution also promises to keep people away from libraries and classrooms unless educators learn to harness the new capabilities. This course will give students the ability to understand new technology trends in the 2- to 5-year time frame and position themselves, their employers and their students for productive implementation of these computer-based innovations. Included will be expert speakers, case-studies, hands-on demos, forum discussions and reflective writing exercises.

This course will examine emerging definitions of digital literacy, relying in part on a review of international academic literature. Three general themes appear to be widely accepted as part of the definition of digital literacy: 1) the skills and knowledge to access and use a variety of digital media software applications and hardware devices, such as a computer, mobile phone and Internet technology; 2) the ability to critically understand digital media content and applications; and 3) the knowledge and capacity to create digital content. Beyond digital literacy, participants will examine what it means to be digitally competent with respect the activities of scholar/practitioners. This experiential course involves hands-on exploration of online applications using online environments to support critical analysis of the impact, limitations and possibilities of Information and Communication Technology (ICT), online social networks systems (SNS), and virtual learning environments.

This special elective course number to be used for a new course that may be designed and offered as appropriate in response to current issues, trends, and events. One-time course that may take advantage of a current issue or faculty opportunity, pilot a new course, or perhaps a one-time colloquium. Title and content will vary.