Skip Navigation
Search

Online Teaching & Learning

o

  • Getting Started

    Getting started? Start early!

    Faculty often question how an online course can preserve the personality and rigor of a traditional course. Our instructional design staff can collaborate with you to make your online course meet all the academic standards you strive for in your face-to-face classroom. Here's what to expect from a meeting with our staff:

    1. We will ask you to describe how you currently teach the class, discuss your student learning outcomes, and determine which technologies you're most comfortable with. Sending your syllabus in advance will give us time to be more prepared to offer you constructive advice and guidance about transforming your course to an online setting. 
    2. Why reinvent the wheel? We can help you locate re-usable materials (called "learning objects") in your discipline or, suggest options to create content. In addition, the library can point you to open educational resources (OER) that may benefit your class. 
    3. Depending on your knowledge and comfort with distance learning technologies, we can also provide training on how to use Blackboard, VoiceThread, Zoom, and more.  
    4. Teaching in a new medium and delivery mode is a process, so we'll also discuss the assessment and revision process that will follow your initial development. Just as in your face-to-face classes, there is a learning curve for developing, refining and tweaking a high-quality online/blended or technology-integrated course. 
    5. We offer Online Teaching Certification (OTC) Courses multiple times throughout the year. The purpose of this workshop is to provide you with basic pedagogical, research-based practices for online teaching, and to assist you in planning instructional activities you will use in your course. Contact us to find out when the next course is running. We suggest taking this course one or more semesters prior to your course launch. 

    Not sure how to label your course delivery model? Check out the Online Learning Consortium's updated list of course delivery definitions:

     
  • Making the Shift

    Making the Shift

    We know that your goal is to create the best possible educational experience for your students. Converting a class into an online format requires careful thought and preparation, and working with CELT will save you time – time developing, time reviewing, and time researching.

  • Creating a Syllabus

    Creating a Syllabus

    Creating your first online syllabus – or your tenth – can be a more of a task than you may realize. 

    • Since you may not see some (or any) of your students in person, your syllabus will need to be more comprehensive and articulate than usual. A well-crafted syllabus not only ensures that students understand your expectations, but also provides you with blueprint for building your Blackboard site. 
    • Standardized templates can help you cover areas specific to online learning communities. You can download and modify these templates for your own course design. Look through the comments in our syllabus template to start building your syllabus. 
  • Courses and Workshops

    Courses and Workshops

    Whether it's syllabus development, assessment, learning new technology tools, or selecting course content to motivate student engagement, CELT offers one-to-one consultations, group training for your department, and a variety of workshops that will transform how you manage and deliver your course. 

    Alternative training opportunities:

  • Best Practices

    Research-Informed Best Practices 

    CELT endorses quality online course design through both  Open SUNY's Online Course Quality Rubric (OSCQR) and Quality Matters (QM).

    Open SUNY's Online Course Quality Rubric (OSCQR) is a research-based review instrument for revising and guiding the design quality of courses in addition to conducting internal peer reviews.

    Quality Matters (QM) is a leader in quality assurance for online education and has received national recognition for its peer-based approach to the continuous improvement in online education. Stony Brook is a QM subscriber campus and CELT can provide faculty with training on how to use the QM rubric and advice on how to build an online course using QM Best Practices. Please note that Quality Matters is a proprietary rubric and cannot be shared outside of our campus. 

    Want to Know More?

    Chico's Quality Learning and Teaching (QLT) Instrument is another rubric used to create and/or evaluate online and blended courses. This site also offers the option to view exemplary courses in which instructors have implemented the rubric.

    Assessing Students Online - Review information about strategies and challenges when assessing students online. 

  • Course Refresh

    Reflect and Refresh

    Once you've taught your online class, or even once the class starts rolling and you are seeing how the design and activities are performing, you will begin the process of refining and improving your course.

    Evaluate Early and Often

    The cornerstone of course improvement is student evaluations, and thus it is extremely important that you use the evaluation process to solicit the kind of feedback needed to improve your course. Just like the students in your class, getting feedback - early and often - is the key to improvement.

    Additionally, include mid-semester evaluations: updating your course to see if new or additional material is needed, responding to enrollment and student demographic changes, and correcting any problems encountered along the way. You might consider keeping a journal while the course is in session, which you can use to assist yourself with revisions before you teach the course again.

    At term-end, take advantage of Stony Brook's Course Evaluation tools by adding questions specific to online learners.

    Assess Yourself

    Contact us if you would like to participate in a review using a OSCQR or QM! 

     

  • Research and Resources
Login to Edit