University of Vermont

Center for Teaching and Learning

Teaching Effectively Online

How to Apply to
to 2017 Sessions of TEO

(The January course is now full.)

» Go to Application for May 23 - Jun 19
   Apply by May 10

Email questions to Wendy Verrei-Berenback

The Teaching Effectively Online program (TEO) explores the experience of teaching and learning in the online environment, presents research-based best practices for designing online courses, and prepares faculty to use a variety of tools for communication, content delivery, and assessment.

Faculty participate as students in a 100% online course—a change in perspective that is regularly described as “game changing.” During the four-week program, there is ample time to discuss key components of quality course design and discover how to create engaging course materials. Participants have the opportunity to explore online courses from different disciplines and, since the course is taught in Blackboard, to learn by doing.

If you need to ramp up your Blackboard skills, face-to-face support is available.

Program Goals and Objectives:

  1. Develop an understanding of best practices for designing and teaching an online course.
  2. Reflect upon individual teaching styles and on how they can be applied to the online environment.
  3. Reflect on the experience of being an online student.
  4. Increase familiarity with Blackboard.
Description and Module-level Objectives
From a faculty participant:
“It was well organized and well designed! Thank you very much for your time!!! I learned not only about online teaching, but also about basic teaching principles and course design.”

Throughout TEO, we will use different Bb tools so that you can get a sense of which ones will work best to meet the goals for your assignments. A few examples: you will learn the difference between using a blog or the discussion board for encouraging interaction among students; you'll learn the various ways you can provide feedback to students; and you'll learn how the test tool works for assessment or knowledge self-checks.

In addition to Blackboard, we will also explore a variety of web-based applications you and your students can use to create engaging experiences. We’ve compiled how-to’s and examples for Thinglink, Screencast-O-Matic, Pinterest, and more!

The Four TEO Course Modules and Their Objectives:

Module 1: Getting Started by Humanizing Your Online Course
  • Articulate and reflect on your individual teaching style and how it can be applied to online teaching.
  • Recognize the importance of thoughtfully designed course introductions, such as a welcome video, getting started page, and icebreakers as strategies for building teaching & social presence, online community, and student satisfaction.
  • Analyze the “getting started” page and syllabus of an online course using the CTL Online Course Design Guidelines.
Module 2: Designing Your Online Course
  • Articulate the overall purpose of your course by writing a course mission statement.
  • Draft at least one student-centered and measurable learning objective.
  • Create a course-level or module-level diagram (or chart) that communicates the alignment between learning objectives, topics, and activities/assessment.
  • Discuss course design strategies that encourage academic integrity and discourage cheating.
  • Analyze how course content is organized and sequenced in an online course using the CTL Online Course Design Guidelines.
Module 3: Creating Engaging Content
  • Find engaging content that is aligned with your course or module objectives - or - find an application that could be used to create engaging content that meets the same criteria.
  • Create an organized, clear, and engaging piece of content and describe how it contributes to student learning in your course.
  • Explain legal responsibilities regarding copyright in an online course.
  • Reflect on your personal learning goal(s) and self-assess your progress toward meeting that goal as it relates to TEO.
Module 4: Being Present for Students Online
  • Explain the connection of learning theory to online course design.
  • Identify strategies that convey a strong teaching presence.
  • Discuss teaching strategies that contribute to student motivation.
  • Participate in asynchronous and synchronous discussions and identify the best uses for each.

Questions about the program can be sent to Wendy Verrei-Berenback, CTL Assistant Director,

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