Course Learning Competencies and Objectives

The Designing and Facilitating Online Learning curriculum was created with a set of competencies and objectives in mind. The learning experience is designed to fulfill these competencies through experiential learning.

By the end of this course you will be able to:

1. specify your role as an online facilitator
   1. compare the role of the online facilitator to a classroom instructor
   2. determine the responsibilities of a facilitator
2. create a community environment for online learners
   1. incorporate technologies that facilitate different modes of communication
   2. create opportunities or spaces in the online design to allow for interaction, exploration, and collaboration
3. apply communication strategies to ensure the learning process is well-structured
   1. identify techniques for online communication
   2. provide clear and specific instructions regarding deadlines, meeting times, assignments, assessments, and posting
4. incorporate the responsibilities, norms, and participation standards that encourage learner interaction and collaboration in their own learning
5. apply instructional strategies and methods to facilitate the learning environment
   1. select assessment methods that align with the level of learning
   2. determine and maintain relevant course content
   3. incorporate a variety of technologies that enhance the online learning experience
6. create a facilitation plan that combines learning technologies with instructional strategies
   1. adhere to copyright guidelines and NBCC standards/policies
   2. identify opportunities to incorporate the universal design of learning (UDL)
   3. use language, media, and message to contribute positively to a respectful learning environment
7. identify key institutional resources and support systems available to instructors and/or students such as IT, Learning Innovation, and Student Development

Designing for Online Learning

In addition, by the end of this course you will be able to:

1. Follow the steps to design an online course either from scratch or from an established classroom course, from the ground up, in order to take advantage of the benefits of online learning while maintaining the sense of community and collaboration from the classroom.
2. Apply the iterative ADDIE development model to the design or re-design of an online course
3. Use the supports and step-by-step process with templates to create an online course 

How will you be assessed?

This is a professional development learning experience where you will self-evaluate, and share peer reviews with the group.

The final assessment, of course, will be the practical application of what you have learned.