This course accessibility matrix template, designed to help assess the accessibility of …
This course accessibility matrix template, designed to help assess the accessibility of courses in the University of Edinburgh’s Learn virtual learning environment, was informed by the WCAG criteria and University policy. It focuses both on the course and the materials uploaded to it, in particular popular formats (e.g. MS Office documents) and aspects of their accessibility which are readily adjustable, for instance formatting of text, formatting of documents etc. The matrix takes the form of a series of questions, objective where possible, the answers to which are standardised.
Short Description: The Course Design Companion Guide has been designed to provide …
Short Description: The Course Design Companion Guide has been designed to provide faculty members with a basic course design framework that can be applied to remote teaching courses, online courses, and even traditional face to face courses!
Long Description: This pressbook has been designed to provide faculty members with a basic course design framework that can be applied to remote teaching courses, online courses, and even traditional face to face courses!
Readers will be introduced to the backward design strategy and provided with tips for developing and planning their courses. We’ve also provided course design templates as well as interactive writing/note-taking prompts to facilitate the course design process.
Word Count: 1523
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This survey provides the instructor with information to help troubleshoot problems that …
This survey provides the instructor with information to help troubleshoot problems that students may experience working online. The activity also alerts students to the rigor and principal assignments of the course as well as the importance of reviewing and understanding the course syllabus.
The Kenyan ICT CFT Course is directly aligned to the UNESCO ICT …
The Kenyan ICT CFT Course is directly aligned to the UNESCO ICT Competency Framework for Teachers (CFT). This theme has been designed so that participants can master the following competency drawn directly from UNESCO framework:
"Teachers must have an in-depth knowledge of national policies and social priorities, and be able to design, modify and implement classroom practices that support these policies."
In this study unit, teachers must be able to create flexible classroom …
In this study unit, teachers must be able to create flexible classroom learning environments. Within these environments, teachers must be able to integrate student-centered activities and flexibly apply technology to support collaboration.
In this study unit, teachers must have the skills and knowledge to …
In this study unit, teachers must have the skills and knowledge to create and manage complex projects, collaborate with other teachers, and make use of networks to access information, colleagues and outside experts in supporting their own professional learning.
Course outline for a graduate-level, online asynchronous course that examines the concept …
Course outline for a graduate-level, online asynchronous course that examines the concept of culture and its manifestation in schools and communities, with an emphasis on dual language/bilingual classrooms in the U.S. The map includes course objectives, a reading list, and weekly topics with associated readings, activities, and assignments.
Course map for a fully online course that examines multiculturalism in the …
Course map for a fully online course that examines multiculturalism in the context of personal and professional interaction with students, schools, communities, and workplaces. Includes learning objectives, activities, assignments, assessments, and readings, as well as links to additional resources and course materials.
CG 111A Study Skills for College Learning Exploring College, College Resources, Learning …
CG 111A Study Skills for College Learning
Exploring College, College Resources, Learning Styles
Provides information, techniques, strategies and skills helpful in becoming more efficient in note taking, textbook reading, and taking exams. Includes identification of preferred learning style and development of skills in scheduling study time, library research, memory strategies and critical thinking.
Goal 1: Modify the adopted OER with additional learning materials to make it more customized for my specific course and learning objectives.
Goal 2: Transform the weekly “disposable assignment” to be more meaningful for student learning.
Goal 3: Re-design the final class project to be more inclusive of student experiences/voices/opinions, and eventually make this a “legacy project” to be shared with future class sections.
This Course Review and Approval Tool (CRAT) is the “workbook” that faculty …
This Course Review and Approval Tool (CRAT) is the “workbook” that faculty use to design and plan their course with best practice in mind that addresses: curricular alignment with objectives, learning activities, practice assignments and quizzes, and higher-stakes assessments. The 10-tabbed spreadsheet is a digital multitool that centralizes and aggregates the entire course development, review, and approval processes. This tool is used to plan the course prior to its build in the Learning Management System (LMS) as part of an eight-module LMS-based support course that steps faculty through the process and gives them a learner-based perspective on how the tools work together and the features available to them for use in their own courses.
In addition to facilitating communication with multiple stakeholders who may share the document, the process MODELS a self- and peer-reviewed authentic assessment strategy that adapts itself well to any curriculum, whether for training, orientation, or credit-bearing coursework. It supports and models features of an intersection of agile design, backward design, and reflective practice in addition to encouraging authentic and formative assessment strategies. Providing all necessary documents in one easily accessed and bookmarkable document facilitates the process of course development by providing both a model and a touchstone for faculty who are often overwhelmed with the complexity of the process of developing or redeveloping courses regardless of delivery modality. While most of our faculty came to the program because of requirements for online or hybrid learning, most have exclaimed happily that they now apply this process to all of their courses and their learners have shown appreciation for the clarity and consistency that the tool promotes and supports.
The document also includes a dynamic link to future updates for anyone who adopts it and wants to follow its evolution. Feel free to adapt!
This course shell, available in Canvas, is designed to instruct current or …
This course shell, available in Canvas, is designed to instruct current or aspiring writing tutors on the theory and practice of peer-tutoring. The course includes a link to an open access Tutor Handbook, readings in theory and practice, and assignments that simulate peer tutoring sessions.
In this unit we will study the national policies on ICT in …
In this unit we will study the national policies on ICT in Education and ask you to design, modify and/or implement classroom practices that support these policies. To be able to do this, we need to be able to answer these questions: 'Do you currently understand why the Department of Education has identified the use of ICT as an important component of our teaching?' and 'What are the challenges of using ICT in our teaching?
Information and Communication Technology (ICT) use is increasing all over the world. …
Information and Communication Technology (ICT) use is increasing all over the world. ICTs make our lives easier and can be used as tools to teach, learn, communicate and to store and retrieve information. ICTs greatly increase the possibilities of what can be taught and how it can be taught. Because of this, it is important to understand how to use ICT to your advantage in the classroom. In this unit you will learn about the different types of ICTs such as smartphones, laptops and desktop computers and how best to make use of them in your teaching.
Today’s learners use a variety of technologies to access knowledge resources and …
Today’s learners use a variety of technologies to access knowledge resources and interact globally with people. These interactions create a digital society that affords learners opportunities for education, entertainment and social interaction. Consequently, teachers should consider harnessing this know-how to create learning experiences that advance the curriculum objectives and respond to the directives of the national policy studied in Unit 1.
In this unit we will evaluate pedagogical approaches to using ICT in such a way that it supports the attainment of curriculum objectives.
Knowing how technology works is important, however, it is even more important …
Knowing how technology works is important, however, it is even more important that you feel equipped and confident enough to use technology to enhance your teaching and the learner experience. This unit will refresh the knowledge that you gained in the face to face workshop and also help you to create some useful documents that you can use in your classroom.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
