Many eLearning educators are under-prepared to deal with web accessibility issues. This free MOOC, sponsored by Portland Community College and D2L, provides a free professional development opportunity to help eLearning professionals meet the challenges of addressing accessibility in online learning.
Registration is open from September 29 until November 14, 2014.
The more you learn about Web Accessibility, the more you realize just how much there is to know. This MOOC is about a fundamental issue in online learning.
Just because it’s free doesn’t mean it isn’t valuable.
The University of Louisiana at Monroe is seeking qualified adjuncts to teach online for the Office of eULM in the following content areas to teach in the Spring 2015 Semester.
Mathematics – Minimum of a Master Degree in Mathematics
- A passion for education
- Willingness to participate in an online training/orientation course
- Online teaching and/or learning experience
- Familiarity with current research in best practices of online teaching and learning
- Familiarity with current research in adult learning theory
- Attention to detail and willingness to perform all duties assigned
- Positive and professional tone in all communications with students, staff and colleagues
If you have online teaching skills and a Math Masters this looks like a good opportunity to get started in online teaching at the university level w/o a terminal degree.
A look at PCC’s policies on supporting students with physical disabilities. Stories from students who have struggled with their education at PCC because of a…
Excellent video from Portland Community College. This will help you understand the need for accommodations in both the online and face to face classroom.
Tips for Online Students to Work Successfully in Virtual Groups
When possible, choose group members with similar schedules. Online students reside in different time zones and can have opposing work schedules.
Be proactive and begin setting the groundwork early. As online learners, your time is extremely precious.
Align group roles and responsibilities with individual strengths and interests. Organize – Research – Record – Analyze.
Identify what project activities must be accomplished, in what order and by when.
Choose a group leader who is comfortable taking on that role
Communication is key; establish clear guidelines around when, where and how your group will communicate with each other.
Create a comfortable forum to communicate through, even if it’s not the online classroom setting.
Schedule extra conference calls closer to project deadlines to address any last minute hiccups and tasks.
Always be honest, but respectful, in a group. If either the project or a fellow group member is heading down a path you don’t agree with, speak up.
Ask your professor to implement mandatory peer evaluations. This strategy encourages equal participation by ensuring individual accountability.
Don’t be afraid to talk to your professor. Provide regular group updates, which can then be used to track progress and mediate concerns.
Rules to live by!
Documented expertise in interpersonal and oral presentation/written communication skills, as demonstrated by data sheet, diplomas, degrees, transcripts, certifications, CVs/Resumes, and in personal interview.
Minimum of 2 years’ experience in a post-secondary institution as a student-centered, retention-focused educator
Terminal degree (Math or Science strongly preferred) from a Council for Higher Education (CHEA) accredited institution required in appropriate academic subject area / field of instruction
Authentic, learner-centered, collaborative assessment alternatives
Alternative assessment methods such as writing assignments, collaborative assignments, case studies, and debates can avoid the problems often associated with tests and quizzes. “There are many ways to approach assessment. It depends on the context of the course. When we teach faculty how to teach online, we try to give them a taste of a majority of those methods. I don’t know that we can cover all of them in one course, but there are multiple ways to get at the issues and make this a real-life situation for the students so they can actually learn from the process,” Pratt says.
Palloff and Pratt recommend selecting assessment methods that are learner-centered and authentic.
Words of wisdom: Balance traditional, time saving automatic grading with learner centered assessment methods.
Word clouds are ideal for eLearning professionals who are looking for ways to visually represent text, whether this is content within an eLearning course or writings of the learners. Color and size can be used to denote a word’s level of importance within the cloud, which helps learners to acquire and retain significant ideas (i.e. bolded words) more effectively. While word clouds are often associated with language arts eLearning courses, they can actually be used in virtually any eLearning setting.
Here’s a very clever article with some thought provoking ideas. Word clouds as deliverables, word clouds as discussion prompts, word clouds for feedback to name a few.
Familiarity with innovative technologies and practices to enhance math learning.
Integration of various instructional technologies in addressing skill development and strategies in math learning.
Knowledge of college student development theories.
Did you know that 83 percent of individuals interested in continuing education opportunities took an online course in 2013? Or that 68 percent of your learning audience is over the age of 40?* There’s a major shift happening in online continuing education, yet many organizations find themselves tied to an old way of thinking about their content, delivery, and audience. They fail to recognize it’s that very shift that demands a keen understanding of their users and how they prefer to learn.
Essential Advice: Know your audience.
- Strong organizational skills
- Proficiency in Word and Outlook
- Expertise in interpersonal and oral presentation/written communication skills, as demonstrated by: data sheet, diplomas, degrees, transcripts, certifications, CVs/Resumes, and personal interview.
- Possesses a minimum of five (5) years of occupational (i.e., practical) experience in the subject field in which they teach preferred
- Candidate must have obtained at least a conferred Master’s (required) or Doctoral (preferred) Degree in Communications (documentary film, journalism film emphasis) from a Council for Higher Education (CHEA) accredited institution or international equivalent, additional requirements driven by state licensing or accreditation considerations may apply
- Candidate will also be required to complete a satisfactory background check
- Candidate will be required to submit a resume and/or curriculum vitae, teaching philosophy and copies of unofficial transcripts (all degree levels) with their application