Planning Online Teaching and Learning (5cr)

Objectives (course unit)

Teacher student
- analyzes different online and blended learning environments based on theories underpinning learning
possesses multiliteracy skills and is able to develop these skills in their students
- can apply the principles of instructional design in planning meaningful online learning
- can apply educational technologies and social media tools in teaching
and facilitation
- builds and foster learning communities and communities of practice and can operate in a global collaborative learning environment
- has developed their professional identity as an online facilitator

Content (course unit)

What is a learning community?
What is a community of practice and learning as social participation?
How can you support collaborative learning in an online environment?
What factors contribute to meaningful e-learning?
How can you incorporate the idea of “learning everywhere and all the
time in communities” into a seamless flow of learning for students?
What is meaningful online learning?
How can a teacher apply education technologies and social media tools in teaching and facilitation?

Assessment criteria, pass/fail (course unit)

Pass: Teacher student
- combines theoretical data with their own experiences and observations while evaluating online learning environments and practices and how they contribute to learning
- reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
- participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
- analyzes and evaluates their learning results and choices made
- uses educational technologies and social media tools in teaching
and facilitation

Fail: Teacher Student
- describes theoretical knowledge and experiential knowledge and observations separately
- discussion is shallow, presents disconnected facts and/or paraphrases literature
- does not participate in the group processes actively and/or has not submitted the learning tasks according to instructions
- uses only the most common tools and activities provided by the LMS

Location and time

Lähijaksot
28.5.2020 (online)
13.8.2020
27.8.2020
10.9.2020

Assessment methods and criteria

Pass
Fail

Assessment scale

Pass/Fail

Teaching methods

Etäopiskelu
Lähipäivät
Online-koulutukset

Learning materials

Carolyn Snider: Paper prototyping
Jakob Nielsen:Usability Heuristics
Gilly Salmon's five-stage model for online learning

Content scheduling

01 Course introduction and preliminary task
02 Contact day May 28
03 Independent study on online course analysis June 01
04 Contact day August 23
05 Independent instructional design and content creation
06 Contact day 27 August
07 Creation of personal online course on chosen subject
08 Contact day 10 September

Completion alternatives

Verkkotehtävät
Harjoitustyö

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Teacher Student describes theoretical knowledge and experiential knowledge and observations separately discussion is shallow, presents disconnected facts and/or paraphrases literature does not participate in the group processes actively and/or has not submitted the learning tasks according to instructions uses only the most common tools and activities provided by the LMS.

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Pass:
Teacher student
• combines theoretical data with their own experiences and observations while evaluating online learning environments and practices and how they contribute to learning
• reflects their observations, actions and experiences and evaluates their significance to their own competences and knowledge
• participates actively in the group learning process by sharing expertise, searching for information and collaboratively creating knowledge at online and at face to face meetings
• analyzes and evaluates their learning results and choices made
• uses educational technologies and social media tools in teaching and facilitation

Fail
• describes theoretical knowledge and experiential knowledge and observations separately
• discussion is shallow, presents disconnected facts and/or paraphrases literature
• does not participate in the group processes actively and/or has not submitted the learning tasks according to instructions
• uses only the most common tools and activities provided by the LMS