Week 3 potcert

Like someone stated, I too have so many thoughts floating in my head pertaining to online teaching. I maybe the only none academic in POT, even thought I have taught as an adjunct, I’m not classically trained as an educator.

My goal for this course is to develop an understanding of how to transform a face-to-face class into an online course, so I can better understand what is being asked of faculty as a technology integrator and instructional media developer; as faculty move to this next level of instructive strategies (online).

Pedagogy and Course Design I

This tutorial is shaping my understanding of pedagogy and the process of developing a course in general and especially for online, there are number things that need to be considered, this is really not an easy task, I’m hearing a number of threads in POT.

Threads I’m hearing in POT:

  • Lecture and presentation content are still very important when engaging student.
  • Student participation plays a key role to their understanding of a subject.
  • Include processes and evaluate students are developing critical thinking skills.
  • Integrating and transferring digital literacy skills.
  • What is the role of the professor and how to discern professor’s role?
  • Take a bird’s eye view of your course; identifying your student may/or could help shape your objectives
  • Technology is just another tool and will not make super faculty

Goal: This is a work in progress

Help students develop a holistic and applied view of subject:

  • Provide leadership with what is involved in developing proficiency in a discipline.
  • Guidance for students to understand; that knowing the functions and application of a tool, device (convention) and/or a technology used plays a significant role in outcome. (What tool should or could be used for a given situation)
  • How tools, devices and/or technologies operate in isolation of each other; what was there intended purpose when the tool was develop. When these tools, devices and/or technologies or layered, integrated or used in corporation with each other what is the effect or possible outcome.


  • Guide students by providing a path to understanding the course material, process and goals. Identify skills (practices, theories, concepts…)  that will be introduce, so students can ascertain when new skills are required.
  • Integrate information-digital literacy, this can provide students aptitude needed to research where to get plug-in to acquire new skills, techniques or more information.
  • Use a mixed bag of self-pace tutorials that can help students understand course materials.
  • Critical thinking; provide trial and error activities that lead to understanding what individual tools, devices and/or technologies can be layered, integrated or used in corporation to achieve a possible outcomes, systems design and/or development, processes development or theoretical exploration.


Below is the scope of a project I’m working on with and education consortium, as an instructional media developer; to develop an online academic model, this project is the guiding force behind me taking this POT course.


Develop a curriculum model which would integrate the use of technology design to address deficiencies centered around student retention that would include gateway courses across academic curricula, with a focus on Science, Technology, Engineering, and Mathematics (STEM). This model would also address the critical need for continued faculty development and curriculum redesign with the integration of instructional technology, for the purpose of propelling to a higher level of educational experience and/or sustaining a level of continuity between education and industry.

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3 Responses to Week 3 potcert

  1. Laura says:

    I appreciate your list at the beginning of your post where you summarize the threads you have seen in the Program for Online Teaching. You mentioned taking a “bird’s eye view of the course” to learn more about the student and their perspective of the class. I do some of surveying of my students to help me sort of get some different perspectives. Have you ever tried or thought about surveying students along the way? I am curious to hear what others do in that area.

  2. Jim Stauffer says:

    Nope, you’re not the only non-academic sniffing the POT sMOOC. I came to teaching in my 50’s by a very round-a-bout path, and do not hold a degree. I teach adult literacy and am somewhat intimidated by the higher-education crowd, but I’ve gained so much through MOOCs that I keep joining in spite of that. Then I try to imitate what I’ve learned and suddenly find myself an online teacher as well.

  3. Jaime Oyarzo says:

    Actually, many teachers, especially inside the technical areas have not been trained as educators. They have knowledge and professional expertise, but they lack the skills to communicate. For this reason, in this course we are all learning…

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