Module 7

Assignments

7.1 Discussion: Four Roles of the Online & Blended Teacher

In order for the online teacher to be successful, you must become a skilled coach. There are four main coaching roles the online teacher must understand: instructor, social director, program manager, and technical assistant.

To learn more about the responsibilities for each of the four roles, read the article below and view the SlideShare and the VoiceThread presentation. As you learn about the four roles, think about your strengths and weaknesses within each role.

Read, Wearing four pairs of shoes: The roles of e-learning facilitators by E. Hoostein.

View the VoiceThread: Roles and Responsibilities of the Online Instructor.

Study the six ISTE Standards for Coaches and their sub-standards.

  1. Of the four roles of the online and blended instructor: social director, instructor, program manager, and technical assistant, discuss which you think are your areas of strengths and which will be areas of growth for you.
  2. Which of the four roles is more important than the others in managing an online or blended classroom?
  3. Looking at the ISTE Standards for Coaches how might these apply to you as an online or blended learning instructor or "coach?"

Discussion Rubric

Discussion Rubric

7.2 Portfolio Assignment: Online Course Syllabus

looking at a map

The syllabus sets the foundation of your online/blended course. It is important that it include all aspects of what is normally covered in a face-to-face course, and more. A syllabus includes the typical course information, requirements, grading, participation, and assignment sections. However, remember to include in these sections, additional information that will apply only to your online course, such as:

    • What are the technical requirements of your course?
    • Do you have synchronous and asynchronous activities?
    • When assignments are due a week from Monday, what time during the day are you referring to?
    • In what time zone?
    • What are your class policies and expectations?
    • What are your expectations for student online communication, collaboration and citizenship?
    • How will class "participation" be graded?

Also, in the blended classroom:

    • What are the dates and times the class will meet face-to-face?
    • How are online activities integrated with in-class activities?
    • Clearly delineate between in-class and online assignments.

In his article Dancing with Kate Smith, Rob Weir states, "A good syllabus is the organizing structure of a course, an unambiguous statement of expectations, and a professor’s first line of defense in disputes over policy, procedure, and grades. Your syllabus should lay out what you expect students to do, why you want it, when you want it, and what happens if students don’t comply. Assume nothing and spell out everything. The more you put in your syllabus up front, the less you’ll have to negotiate or explain later... it's your personal roadmap."

In her blog, Teaching without Walls, Michelle Pacansky-Brock provides a pdf download that describes creating a visually appealing and thorough syllabus.

The Blended Learning Toolkit from the University of Central Florida (UCF) and AASCU. (n.d.). is an in depth resource that may assist teachers with a blended environment through the "set-up" process of creating their course and course syllabus.

The 7.2 Project: Develop an online course syllabus. Include the following elements in your online course syllabus:

  1. Course Title and Description: What is the name of the course and description of its content?
  2. Course Objectives: What are students expected to know and be able to do?
  3. Contact: How do students communicate with the instructor?
  4. Policies: What are your policies for submitting assignments, late submissions, grading, course participation?
  5. ADA Compliant Design: Did you adhere to online accessibility elements addressed in Module 2 (i.e. headers, alt text)?
  6. Academic Integrity: Did you address academic integrity?
  7. Online Interaction: Did you provide detailed expectations for student interaction with the content and online communication with other students? Don't forget to include discussion board guidelines or links to discussion board strategies.
  8. Technical Requirements: List the technical requirements to successfully access the course.
  9. Course Topics: What are the units, chapters, modules, etc. in the course?


variety of technology
rusty link

To assist with the technology requirements section of your syllabus, you may want to include the following:

Player and Reader Download Links:

Browser Download Links:

7.2 Portfolio Assignment: Develop an Online Course Syllabus with ADA Compliant features

7.2 Portfolio Assignment: Develop an Online Course Syllabus with ADA Compliant features

Choose one of the 7.3 Reflection options: Blended Teacher or Online Teacher

7.3 Reflection: iNACOL Blended Learning Teacher Competency Framework

iNACOL Blended Learning Teacher Competency Framework

Refer to the iNACOL Blended Learning Teacher Competency Framework as you reflect on your competency toward becoming a blended learning teacher.

  1. Think about your Leading Edge Online and Blended Learning Teacher Certification experience.
  2. Assess your competency toward becoming a blended learning teacher in relation to each Domain, Competency and Standard by rating yourself on the iNACOL Blended Learning Teacher Competency Framework Form.
  3. The link forces you to make a copy of the original. Once you open it, replace "Copy of" with your first and last name in the title box of the Google document (ex: Mary Kraus' iNACOL Blended Learning Teacher Competency Framework Final Refection.)

Rating Scale: Blended Teacher Competency Framework

3 Meets or Exceeds Competency

2 Approaching Competency

1 Working towards Competency

0 Not yet attempted

7.3 Rubric: iNACOL Blended Learning Teacher Competency Framework Reflection

7.3 rubric blended option

7.3 Reflection: iNACOL Standards for Quality Online Teaching

iNACOL National Standards for Quality Online Teaching

Refer to the iNACOL National Standards for Quality Online Teaching (v2) as you reflect on your competency toward becoming a blended learning teacher.

  1. Think about your Leading Edge Online and Blended Learning Teacher Certification experience.
  2. DOWNLOAD the iNACOL National Standards for Quality Online Teaching (v2) Reflection Form, an interactive pdf, which when completed can be uploaded for grading and your portfolio.

Rating Scale: Quality Online Teacher

0 Absent—component is missing

1 Unsatisfactory—needs significant improvement

2 Somewhat satisfactory—needs targeted improvements

3 Satisfactory—discretionary improvement needed

4 Very satisfactory—no improvement needed

7.3 Reflection Rubric: iNACOL Standards for the Quality Online Teaching

7.3 rubric online option

Hoostein, E. (2002). Wearing four pairs of shoes: The roles of e-learning facilitators. The American Society for Training & Development.

"Roles and Responsibilities of the Online Instructor - SlideShare." 12 Jun. 2008, https://www.slideshare.net/jrhode/roles-and-responsibilities-of-the-online-instructor. Accessed 1 Jun. 2017.

"ISTE Standards for Coaches." https://www.iste.org/standards/standards/standards-for-coaches. Accessed 2 Jun. 2017.

"BlendKit Course: DIY Project Tasks | Blended Learning Toolkit." https://blended.online.ucf.edu/blendkit-course-diy-project-tasks/. Accessed 2 Jun. 2017. Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)

iNACOL images used with permission.