This is your one-stop-shop for teaching online.
Below you’ll find a brief overview of all our services and support for faculty teaching online. Items are arranged from quickest to most intensive. Faculty needing only a quick refresher on Folio might find our Jumpstart page or our resource repository most useful.
If you need individual assistance, please request a consultation. A member of our staff will be in touch shortly.
- Folio Jumpstart Guide: 14 steps for building an online learning module.
- Folio Support Page: Download the Georgia Southern Folio Template, access D2L Brightspace (Folio) tutorials, and complete Folio integration requests all in the same place.
- CTE Guide for Teaching Online: Written and video tutorials on the design and delivery of online courses. Opens in Folio.
- Flex Ed: Adaptive Pedagogy for Unpredictable Paths: An asynchronous, self-paced Folio course where you will find tips, tools, and strategies to help you design courses flexible enough to adapt to shifting course modalities while also ensuring engaging learning experiences for students. Register Now!
- Teaching Online Courses Program: Earn CTE certification for the design and delivery of online courses at Georgia Southern with our facilitated online workshop and design practicum. Topics include instructional design theory, engaging online students, Quality Matters course design standards, meeting Web accessibility guidelines, and more!
- Improving Your Online Course: Official Quality Matters online workshop. Participants use the QM Rubric of 42 course design standards to improve the quality of their online course.
Online instruction is typically organized by “learning modules” – individual units of learning that begin with a set of learning objectives and end with assessments to determine how well students meet the objectives. Below you will find guidance on how to begin to build a learning module for an online course.
Select a link for guidance and instructions.
Instruction Through Content
In an asynchronous online classroom, content becomes the first voice of the instructor since it “speaks” for instructors in their absence. Instruction within a learning module typically consists of materials (assigned readings, electronic documents, multimedia presentations) and activities (assigned tasks, discussions, assignments, quizzes). Activities may be graded or ungraded.
Instruction Through Feedback
After students complete and submit evidence of engaging learning materials, online instructors engage students through guidance and feedback to encourage and elicit performance. Feedback may be automated using Folio grading rubrics and standardized quiz question feedback, but personalized responses through email, discussion, and other communication tools helps students feel the instructor is aware of their presence and personal learning paths.
While use of the CTE’s online template is not required, web pages (HTML files) are the most practical and efficient file format to deliver content (text, images, multimedia, and web links) to online students – which is not to say you cannot use other document types (Word, PowerPoint, PDF) for your instruction as well. However, if you can use Microsoft Word, you already have the means to understand how to use Folio’s web page editor.
With Template: Complete Steps 1 through 14 to practice using the Folio Template and the most common Folio tools and features used to create online learning modules.
Without Template: Complete Steps 4 through 14 to practice using the most common Folio tools and features used to create online learning modules.
Each module page is populated with five Web pages — each with a specific purpose. The Introduction Page is probably the most important page in a learning module as it is typically used to explain how the instructional activities for the module are organized and scheduled.
- The CTE Guide for Teaching Online houses video and written tutorials on Folio tools, integrations, and pedagogy. Follow the link and log in to access. Opens in Folio.
- Flex Ed: Adaptive Pedagogy for Unpredictable Paths: An asynchronous, self-paced Folio course where you will find tips, tools, and strategies to help you design courses flexible enough to adapt to shifting course modalities while also ensuring engaging learning experiences for students.
- CTE YouTube Channel: Explore this playlist of recorded CTE webinars. Be sure to subscribe to the channel so you are notified when we upload new videos.
The Teaching Online Courses (TOC) Program prepares and certifies faculty to deliver and design online courses at Georgia Southern University (GS).
The TOC Program consists of a six-week online workshop followed by a three-week course design practicum.
For special department training please contact the CTE at firstname.lastname@example.org.
TOC Program Schedule
**You only need to register for TOC. Once you are registered for the TOC, you are auto-enrolled in the appropriate session of Design Practicum.
- Spring 2021
- TOC Workshop: February 1 – March 14 (6 weeks)
- TOC Design Practicum: March 22 – April 11 (3 weeks) (auto-enrolled)
Spring Deadline: January 25, Monday
1. Online TOC Workshop
During the online TOC Workshop, participants discuss and address the challenges of teaching online, time management strategies, pedagogical models for course delivery and design, facilitating online engagement, using Quality Matters for quality assurance, and web accessibility. You may anticipate spending up to twenty-four hours to complete the workshop.
2. TOC Design Practicum
During the design practicum, faculty are paired with an instructional designer to help them build one online learning module that meets standards for quality course design. You may anticipate spending up to twelve hours to complete the practicum.
- Participants who complete all parts of the program at a satisfactory level receive a Teaching Online Courses Program certificate from the CTE.
- Our best estimate is that 36 hours will be needed to complete the program.
None. No prior online teaching experience is necessary.
*Seats for the TOC Workshop and Program may be limited. Applicants will be notified of their status seven to ten days prior to the start of the event.
The Improving Your Online Course (IYOC) workshop explores the Quality Matters(QM) Rubric and provides a framework to improve the quality of online courses. Quality Matters is a leader in quality assurance for online education and has received national recognition for its scalable, peer-based approach and continuous improvement in online education and student learning. Participants use the QM Rubric to review their own courses and develop a plan to improve the design of an online course.
*Please log into your Georgia Southern email account prior to registration. Online seats are limited.
Deadline: September 1, Friday
- Certification to teach online at Georgia Southern.
- Two semesters of online teaching experience.
- A fully developed online course to improve.
IYOC Program Schedule
- Fall 2020
- September 15-October 5
- Participants who successfully complete the IYOC are eligible to download and print a certificate of completion from the Quality Matters website.
- Our best estimate is to expect at least 10 hours per week to complete the workshop.
“The workshop was worthwhile and challenging. The Facilitators were responsive and helpful.”
“I was surprised to learn about the system created by QM. Simply working through this workshop and seeing how this organization has created a system by which one can examine any online course no matter what the discipline has been an interesting exercise in thinking about elements of pedagogy in abstract ways and then examining how those elements are made manifest in my own course.”
“It has been a pleasure participating in this workshop. First, I was surprised that my course largely complies with the QM philosophies and rubric, particularly because I had a very brief interaction with the rubric and the design philosophies behind it when I first took my online course certification in 2014. Second, I was happy to glimpse at the online coursework of my colleagues and verify that I’m on the same page—there’s room for improvement, but my own course design largely matched the work of others. In online teaching, we’re a little more isolated in the course’s evaluation than in face-to-face courses, so I think I have been a bit unsure about how I was doing. The course structure and design principles shared here validated my own. Third, I found the workshop itself a good model for the online course I’m working on. I like the consistent and logical flow and the use of checklists, and the workshop’s structure has inspired me to more clearly align objectives, activities, and instructional materials.”
“I am surprised by how much this course, designed to improve my online course, will also positively impact my face-to-face courses.”
“[Appreciated] the wonderful insight provided by the participants in the discussion items. Loved the interaction.”
Deadline: Friday, September 4
- Tip Sheet: Whiteboarding Online
- Community Building in Online Classes
- Best Practice Strategies to Promote Academic Integrity in Online Education
- Essential Guide to Online Instruction
- Creating In-Person Classroom Assignments with Folio
- Academic Program Planning Models for Fall 2020
- Active Learning in Hybrid and Physically Distanced Classrooms
- Inclusive Teaching: Supporting All Students in the College Classroom 6 week self-paced MOOC offered by Columbia University – start date June 17, 2020
- Teaching and Learning in the Diverse Classroom 5 week, instructor paced MOOC offered by Cornell University – start date October 1, 2020
- Pedagogies of Care Open Resources for Student-Centered & Adaptive Strategies in the New Higher-Ed Landscape
- Assessment in a Time of COVID-19
- The K. Patricia Cross Academy Free instructional videos and downloadable resources for faculty
- Kanopy: free access to thousands of movies through your GS library
- 10 Principles of Effective Online Teaching
- Online Resources for Science Laboratories (POD): Remote Teaching All Resources
- Best Practices for Online Lab Experiences
- Adapting Labs and Studios for Remote Learning
- Blended Learning Toolkit
- Wichita State University Hybrid Course Design
- Hybrid-Flexible Course Design
- Active Learning and Social Distancing Ideas Document
- Georgia Southern IT Virtual Resources for Faculty and Staff
- Keep Teaching USG
- No Cost Low Cost Options for Courses
- Desire2Learn Webinars: Transition to remote instruction with D2L
- FAQs for Instructor Online Transition Functionality
Last updated: 10/21/2020