Bundle of Modules – Online Education Training

A great opportunity to understand online education and enhance your teaching practice


This is a fantastic course. Packed with immediately actionable material and advice. And I learn a lot from the other students, too, because Dimitrios encourages a lot of interaction among us and the exchange of best practices. Highly recommended!” – E. M.,Dalhousie University, Canada


By choosing this bundle of 14 modules on Online Education, you will gain a comprehensive understanding of the subject plus benefit from a 50% off the regular price of EUR 1050!

Globally, we are already experiencing closures in schools and universities, postponements or even cancellations of conferences and other organised events, and social distancing. To ensure a continuity in students’ learning, most governments are looking to find a solution in online education initiatives. Such initiatives may include the use of online synchronous communication and the design, delivery and assessment of online learning activities within a virtual learning environment. This training course aims to support teachers in their new role in online education, through the completion of a series of 3-hour autonomous modules (1-hour online synchronous session + 2-hour autonomous study), teachers will be introduced to the most important elements of online learning.

Apart from the training and the learning activities that will take place within each autonomous module, teachers will have the opportunity to share questions, concerns, challenges, but also good practices related to effective online teaching. Support will be given to participants, ensuring a safe and open space of collaboration, co-creation and development.


Contents

Module 1.  Flipped classroom as a means to enhance students’ motivation and engagement (December 3, 2020)

  • Understand the characteristics of flipped classroom approach in an online environment.
  • Reflect on how they can implement the flipped classroom approach in their teaching practice.

Module 2. Online Education: New roles for teachers and students (December 7, 2020)

  • Define and reflect on the role of teacher/trainer in online education.
  • Define and reflect on the role of student/learner in online education.
  • Reflect on how conventional education/training institutions, within the COVID-19 crisis, can adopt some of these roles as a means to enhance student learning.

Module 3. Online Education: Different pedagogical models and perspectives (December 11, 2020)

  • Present the characteristics of different online education pedagogical models.
  • Compare and reflect on the characteristics of these pedagogical models.
  • Reflect on which of these pedagogical models could be used by a conventional institution, which is under emergency remote teaching/training.

Module 4. Learners’ motivation in online education (December 14, 2020)

  • Reflect on the external motivation factors in the online learning environment.
  • Determine the  motivation  factors  in  corporate online training and emergency remote teaching.

Module 5. Introduction to Blended Learning (January 5, 2021)

  • Reflect on the effectiveness of blended learning courses in concrete contexts.
  • Reflect on role of the online and offline elements within the blended learning and teaching technique.

Module 6. Coaching for online discussion facilitation (January 8, 2021)

  • Understand the main strategies for enhancing online discussions.
  • Apply these strategies for effective online discussions.
  • Evaluate online discussion as part of the teaching and learning practice.

Module 7. How to learn online (January 11, 2021)

  • Understand the point of online discussions and how should they participate in them to get the most value.
  • Assess time management strategies for effective organization of the online study time.
  • Identify their Personal Learning Environment & ideal study environment.

Module 8. Differentiation in online education (January 13, 2021)

  • Share ways to identify the needs of individual learners.
  • Reflect on how to employ differentiated instruction in online learning in order to increase the effectiveness of their online course.

Module 9. Teachers’ well-being during emergency remote teaching (January 15, 2021)

  • Understand the risks for teachers’/trainers’ well-being within emergency remote teaching.
  • Reflect on how they can improve their well-being while being successful in their online teaching/training tasks.

Module 10. Designing learning experiences using ADDIE model (January 18, 2021)

  • Assess the value of a learning design model as it pertains to diverse learning environments.
  • Design a short online unit, following the basic principles of ADDIE model.

Module 11. Online Education: Conceptual Investigation (January 20, 2020)

  • Define and reflect on the role of teacher/trainer in online education.
  • Define and reflect on the role of student/learner in online education.
  • Reflect on how conventional education/training institutions, within the COVID-19 crisis, can adopt some of these roles as a means to enhance student learning.

Module 12.  Online Education: Useful tools and applications (January 20, 2020)

  • Present and evaluate a range of applications used in Technology Enhanced Learning.
  • Consider the relationship between Social Media and Technology Enhanced Learning and the impact of the gamification of learning.
  • Reflect on which of these tools and applications could be used by a conventional institution, which is under emergency remote teaching.

Module 13. Homeschooling during the COVID-19 pandemic (January 22, 2021)

  • Identify effective strategies for supporting young learners within an emergency remote teaching context.
  • Reflect on how parents and guardians can collaborate effectively within an emergency remote teaching context.


Module 14. Designing learning resources for online education (January 25, 2021)

  • Reflect on the role of the learning materials in online education.
  • Understand the characteristics of online education learning materials.
  • Consider ways of adjusting traditional (face-to-face) learning materials in an emergency remote teaching scenario.

Certification

A certificate of completion will be sent to successful participants. Successful completion can be achieved a) by attending the online sessions or b) completing the learning tasks assigned.


Whom is this course for?

This course is for teachers who work in primary, secondary, higher and vocational education. Also for people who facilitate online workshops and events and want to know more about online education and the different pedagogical approaches.


“Very helpful course. Gives insight in the fundamental principles of online teaching and learning and helps to deal with this sudden transition to online education.” – L. V., Hogeschool Utrecht


Questions you may have

Q: Where to start?
A: You are invited to an online session where the main contents of the course are explained. If you can’t make it, you will have the option to watch the recording of the live session. Then, you can read the required and optional readings and complete a learning activity.

Q: Will I receive additional support during this training?
A: Apart from the learning activities that will take place in the course, you will have the opportunity to share questions, concerns, challenges, but also good practices related to the contents of the course. We want to ensure that this is a safe and open space of collaboration, co-creation and development.

Q: Do I have to be online during specific times/days?

A: No. The online, synchronous session will be recorded and available to watch it whenever you have time. However, we encourage participation during the online session, because it is a great opportunity to create community, share doubts and good practices.

Q: Where will this course take place?

A: The course will take place within Digital Society School’s virtual learning platform


Meet the facilitator of the course

Dimitrios Vlachopoulos has worked as faculty member in different universities in the Netherlands, the UK, the USA, Spain and Cyprus, mainly conducting research in education sciences and teaching in post-graduate and doctorate programs in the field of pedagogy and business administration. He is a committed lifelong learner with a PhD in distance education and instructional technology and 6 MA degrees in education and social sciences. His research focuses on new and emerging pedagogies, instructional design, research methodology, digital transformation, teachers’ training and quality assurance in education. He is a Senior Fellow of the Higher Education Academy (SFHEA) and Fellow of the Royal Society of Arts (FRSA). He has more than 90 publications in peer-reviewed journals, books and international conferences and has participated in more than 15 EU projects related to education and ICT. His Google Scholar profile can be accessed here.

 

Start Date and Time
TBA
End Date and Time
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Language
English

Location
Online
  • Select Event Date:
  • 3 December 2020

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