A great opportunity to understand online education and enhance your teaching practice!
New cohort starting on 28 September until 8 October 2020
Globally, we are already experiencing closures in schools and universities, postponements or even cancellations of conferences and other organised events, and social distancing. To ensure a continuity in students’ learning, most governments are looking to find a solution in online education initiatives. Such initiatives may include the use of online synchronous communication and the design, delivery and assessment of online learning activities within a virtual learning environment. This training course aims to support teachers in their new role in online education, through the completion of 3-hour autonomous modules, teachers will be introduced to the most important elements of online learning.
Apart from the training and the learning activities that will take place within each autonomous module, teachers will have the opportunity to share questions, concerns, challenges, but also good practices related to effective online teaching. Personalized feedback and support will be given to participants, ensuring a safe and open space of collaboration, co-creation and development.
- Module 1. Conceptual investigation (3h)
Like society, the concept of online education is subject to constant change. The different understandings of this concept are conditioned by particular professional approaches and interests. An agreement on how to define online education and other similar terms could help us identify models and practices for applying this concepts and determine the key factors for better and more effective use of this type of teaching and learning. Not everyone has a pedagogical background, so a conceptual clarification is necessary before taking over the role of online teacher.
- Module 2. New roles for teachers and students (3h)
For an effective online education delivery, out of the communication related or any kind of barriers, there should be consciousness on the roles of the teachers and students in the teaching and learning process.
- Module 3. Different pedagogical models and perspectives (3h)
Description and exploration of different pedagogical models implemented by online educational institutions. The cases of Spain, Cyprus, the UK, the USA and the Netherlands. The following elements will be examined: need for face-to-face presence, evaluation, interaction & use of technology.
- Module 4.Useful tools and applications (3h)
During this module, several strategies, applications and tools available to online teachers will be presented. These tools are considered useful for formative instructional practice in their classrooms. It is believed that these resources will help teachers and students use formative assessment to elicit evidence of student learning. All tools and applications presented in this module are “open access”.
- Module 5. Designing learning materials for online education (3h)
This module aims to provide teachers with some considerations regarding the creation and implementation of online materials as part of a curriculum design process for online environments. In addition, good practices of how traditional learning materials can be used in online education will be presented.
- Module 6. Designing your own online unit I (3h)
Setting instructional objectives, learner analysis and context analysis. Practical exercise. Participants can choose the content and characteristics of the online unit they will design.
- Module 7. Designing your own online unit II (3h)
Task analysis, sequencing and strategies, online environments . Practical exercise. Participants can choose the content and characteristics of the online unit they will design.
- Module 8. Designing your own online unit III (3h)
Completion and sharing of the designed online units. Peer feedback and show case.
- You don’t necessarily have to view this offering in a linear fashion. They can choose to attend or complete the modules they consider more interesting or more necessary for their professional practice.
- If you complete successfully all 8 modules, you will receive a certificate in “Online design, teaching and learning” (workload equivalent to 25h or 1 ECTS).
- If you complete successfully modules 1-4, you will receive a certificate in “Fundamentals of online education”.
- If you complete complete successfully modules 5-8, you will receive a certificate in “Online learning design”.
- For each successfully completed module, participants will receive a “certificate of completion”.
Whom is this course for?
This course is for teachers who work in primary, secondary, higher and vocational education. Also for people who facilitate workshops and events and want to know more about online education.
Questions you may have
Q: Where to start?
A: Participants don’t necessarily have to view this offering in a linear fashion. They can choose to attend or complete the modules they consider more interesting or more necessary for their professional practice.
Q: Will I receive additional support during this training?
A: Apart from the training and the learning activities that will take place within each autonomous module, teachers will have the opportunity to share questions, concerns, challenges, but also good practices related to effective online teaching. Personalized feedback and support will be given to participants, ensuring a safe and open space of collaboration, co-creation and development.
Q: Do I have to be online during specific times/days?
A: No. All synchronous sessions will be recorded and available to watch them whenever you have time. However, we encourage participation during these sessions, because it is a great opportunity to create community, share doubts and good practices.
Q: Until when can I cancel my participation in the course?
A: Until Friday 25 September 2020 (13.00 CET).
Q: Where will this course take place?
A: The course will take place within Digital Society School’s virtual learning platform
Meet the facilitator of the course
Dimitrios Vlachopoulos has worked as faculty member in different universities in the Netherlands, the UK, the USA, Spain and Cyprus, mainly conducting research in education sciences and teaching in post-graduate and doctorate programs in the field of pedagogy and business administration. He is a committed lifelong learner with a PhD in distance education and instructional technology and 5 MA degrees in education and social sciences. His research focuses on new and emerging pedagogies, instructional design, research methodology, digital transformation, teachers’ training and quality assurance in education. He is a Senior Fellow of the Higher Education Academy (SFHEA) and Fellow of the Royal Society of Arts (FRSA). He has more than 80 publications in peer-reviewed journals, books and international conferences and has participated in more than 15 EU projects related to education and ICT. His Google Scholar profile can be accessed here.