Is there a general video going over Zoom features like you just did that we can put in our Canvas course shells to give students ahead of time instructions for attending office hours using Zoom?

https://www.asccc.org/content/preparing-faculty-teach-online

thank you!

Will online class management (attendance, participation) be included in the classes one takes to obtain the online teaching cert?

Loved POET!

Yes… POET was very good

Actually I meant POT at MCC

With Lisa Lane

https://docs.google.com/document/d/1U_mAChEXf03ibO1jZ7b6gZ3dtAuIZblG09VQ7qUVyMY/edit?usp=sharing

I’m watching this on my iPad and I can’t edit the doc but I’m gonna look through Mt. San Jacinto

I cant edit.. something about JAVA not enabled... I have an old and sad computer

I’m going to explore Coastline (can’t edit in document)

My screen is stuck on original doc. Can’t get back to Coastline google doc.

You will definitely need to open multiple tab and go back and forth

One thing we used to talk about a lot in POT was the idea that just because students were taking an online classes didn’t mean they were tech savvy. I think that needs to be addressed, and profs reminded in any training program. We tend to think online students are tech savvy, but i have found they are often the least comfortable with tech

Just throwing this out there. No rush to address this. The Letters Department currently offers a online teaching certificate through WritingwithMachines. It is a two semester sequence and focuses on online pedaogies and practices applied specifically to the subject of composition. Could we imagine MCC's online handbook/certification as a support for or maybe a reason to create discipline specific trainings? In other words, a certification that would involve two steps: 1) pedaogogy and practice and 2) application to ones discipline via conversations with colleagues?

Joanne, I like the idea of including a “who are your students, what can you do to support them” piece to this

But couldn’t we argue that many issues are cross-disciplinary? Art Historians often end up teaching comp too...

So, some key points that stuck out in Coastline: maintaining rigor and quality, having a part of the syllabus dedicated to “netiquette”, maintaining an academic role (as the teacher) and not just an administrative (grading, attendance), and finally the big one: maintaining ADA standards and accessible content for all students.

“Netiquette” is essential. I cover that with my online and on ground students.

Curry, yes, I am really interested in exploring how this could fit into a department’s own customized preparation approach … or stand alone if departments don’t want to worry about that

Thanks, Alisha - I added that to the doc

thanks!

One thing that I find really difficult about all these DE Handbooks and trainings is that they're different at every college... I know OEI is somehow more standardized, but I think about this for Associate faculty who teach at multiple colleges...

I like having multiple monitors to view different tabs.

That is true, but there are some general things that cross campuses

That's cool. I know when I first started teaching online, the first order concern was: how do I teach in an online space. Really quickly however I had to grapple with: how do I teach reading, process, annotation, paragraphing, peer review..., i.e. composition in an online space. Being able to work through the possibilities with my composition colleagues has been invaluable.

https://docs.google.com/document/d/1V2CuDgCiH1Jx8G7F8sKQQu5Kl-twV5iLSG652HHU3mM/edit?usp=sharing

Lauren, yes, that is an interesting observation … perhaps the OEI and how a lot of colleges are adopting some of the OEI and @One training and standards actually makes it more important for us to be clear about where our approaches might be different so that it Is as clear as possible for our faculty, associate faculty especially.

I realize unifying a huge state full of 200ish colleges may very well be impossible, but possibly the county is an easier feat.

so the online learning consortium, the biggest thing that stuck out is the format: there’s 10 weeks of asynchronous learning with peer reviews and many units, but then each learner receives a mentor for a 3 week specialization (you have the choice to focus on 3 electives OR one mastery workshop), finalized with an online presentation/project from each student. the price is really high, but I like the idea of having a mentor and electives (in case there are areas you still need to focus on). I think confidence levels and quality of instruction would be high after completing the program.

As the online certificate program may be the first online training that a faculty member has undertaken, formatting it so that it is “user friendly” is vitally important. Hopefully, the faculty member will in return make his or her course user friendly for the students.

Thank you so much, Jim!

Thanks, Jim.

In my online cert program, I was frustrated by the fact that so many of my fellow participants couldn’t even do the most basic things in the CMS — we ended up having to spend time on teaching the CMS more than pedagogy/philosophy … can there be separate courses with one requiring background knowledge of the CMS already?

Thanks, Jim!

Thanks Jim

Thanks Jim!

Thanks!

Thanks Jim.

thanks!!

Thanks, Jim.

Thanks Jim!

Thanks Jim.

Thanks!

Thanks Jim

Thanks Jim!

Thanks Jim.

thanks Jim!

Grazie!

THANKS JIM!

Thanks, Jim.

Thanks Jim!

Thank you!

Thanks Jim

Thank you Jim

Thanks, everyone!

Nancy, it’s a really important point. I think a basic mastery of the CMS either needs to be a prerequisite or incorporated into the certification...