Thank you for your interest in TEACH ON. Registration for 2020 summer classes is now closed.
Click Unit titles to view descriptions.
Participants will focus on core best practices for online teaching and develop a plan for designing an online course and/or project. Participants can choose to enroll in a June 16-22, July 7-13 or July 28-August 3 session. Content will be the same in all sessions.
Synchronous teaching and learning includes 1-1, 1-few, 1-many, and small group activities. In this mini-unit you’ll explore strategies for managing and assessing synchronous learning while experimenting with Twitter Chats, Google Slides, Poll Everywhere, and Sli.do. This unit is free for all registrants.
Designing, delivering, and assessing major projects and other high-stakes assignments in digital environments require a few extra considerations like detailed submission guidelines. In this mini-unit you’ll experience activities for different stages of a major project that will help you develop and deliver future assignments. In this mini-unit you’ll be asked to experiment with Eli Review, Google Docs, and LMS assignment submission areas combined with Box and Dropbox.
Whether online or face-to-face, facilitating a good discussion is both an art and a science. In this mini-unit you’ll explore strategies for managing and assessing digital discussions while experimenting with asynchronous discussion boards, Remind text messaging, and Hypthos.is.
Students not only help one another with learning course content, they also can support one another’s socio-emotional needs associated with living and learning. In this mini-unit you’ll explore strategies for designing and managing synchronous learning while experimenting with VoiceThread, Trello, and Conceptboard.
Two decades of research shows people read online materials more quickly: they tend to scan instead of read word-for-word. In this mini-unit you’ll explore strategies for having students carefully and critically engage with texts while experimenting with PDF readers (Adobe Acrobat and Kami), integrated annotations applications (PowerNotes and Hypothes.is), and templated noteboards (Miro and Stormboard).
Both students and instructors miss the social connection that comes with regularly checking in with one another when attending face-to-face class. There are a variety of methods online asynchronous instructors can use to regularly check-in with students, reminding students that the instructors are present and willing to help. In this mini-unit you’ll experiment with strategies for checking-in with students while exploring survey tools (Google Forms and LMS Quizzing applications), discussion boards, and LMS controlled release applications.
Fostering the relationship between student and instructor is one of the most difficult aspects of teaching and becomes exponentially more difficult with greater numbers of students primarily instructed through digital environments. In this mini-unit you’ll explore strategies for facilitating student-teacher interactions while experimenting with memes and animated gifs, announcements, and interactive videos (YouTube and PlayPosit).
Many students have access to easily portable devices that take pictures as well as record audio and video; why not design learning activities that take advantage of these tools? In this mini-unit you’ll experiment with different types of mobile learning activities while exploring different mobile applications like: Evernote, Otter.ai, Giphy, and Adobe Capture.
Whether formative or summative assessment, students crave feedback to their work. Digitally mediated environments can both help streamline grading as well as provide the opportunity to give feedback in different media. In this mini-unit you’ll explore a variety of student-student and student-instructor feedback strategies while experimenting with digital rubrics and multimedia commenting applications.