Teaching Online with MS Teams
This unit of instruction was designed for a community college which moved nearly 100% of their courses to an online format due to the COVID-19 pandemic in March 2020. The addition of over one hundred online courses required the college to hire approximately two-hundred new employees to assist with curriculum development, instruction, and/or facilitation of online courses. Due to the addition of so many new employees, and the short amount of time my department was given to move courses online, we were tasked with the rapid development of online training to assist new hires with curriculum development, instruction, and/or facilitation of online courses.
Learners will be able to use knowledge gained in this unit of instruction to apply instructional and technological methods that increase instructor to student engagement, utilize engaging instructional content, write a class strategy that can be applied to synchronous classes offered on any video conferencing platform, as well as practice a synchronous online session in Microsoft Teams which is the designated video conferencing platform at WTCC.
Platform + Tools Used: LMS, Moodle, Photoshop, Bootstrap, H5P, HTML
Design Model and Framework: Backward Design Model + JiTT + Minimalist Theory
Learning Strategies: (based on Minimalist Theory and JiTT)
- Design learning into small units (chunking).
- Make content easy to locate (UX design).
- Do not lock navigation.
- Include an immersive eLearning activity following each lesson or section.
- Focus on interactivity and technology rather than passive learning activities.
- Create a detailed road map of topics then write learning objectives that center on performance and skill gaps.
- Each training module or activity focuses on a particular task, skill, or challenge
- Create a microlearning online resource library that learners can access after the training.
- Each learning objective is aligned to one training activity or module and only includes information needed to complete the task or improve performance.
- Integrate social support for learners.
Design Model Rationale:
I chose to use the Backward Design Model for my unit of instruction because I determined there were four specific goals that needed to be addressed in the training development before beginning to gather instructional materials or determining assessments and activities. The Backwards Design Model helped me to design instruction that ensures the content of the course serves a specific purpose, rather than potentially including activities and materials merely for the sake of including them. The Backwards Design Model was also the best choice for this course because the learners may not all have a common learning goal, but are being taught skills that will be applied in various situations after the training.
Backward Design Model Stage 3- Learning Plan
Section 2: Learning How to Engage Your Students
Intro: What does it mean to engage your students?
Objective: Demonstrate the importance of, and various ways to increase instructor to student engagement in an online synchronous class.
- Pre-assessment survey: Gauging experience teaching synchronous online classes
- Video: Keeping Students Engaged in Digital Learning
- Video: Engaging Viewers
- Read: Synchronous Online Classes: 10 Tips for Engaging Students
- H5P: Slide presentation and quiz (from How do I best engage students during synchronous class sessions?)
- Handout: Tips and Strategies to Engage Students