>Please visit the Innovative Teaching Strategies page for details about the next course.
Delivering Learning Experiences Online (DLEO) is an online course designed to assist faculty and teaching assistants who are transitioning to teaching online. This course is an opportunity to fully participate as a student in an online course while also learning about best practices in teaching online. The activities and assignments in the course will help participants develop their own online course.
Offered since 2014, this course is based in Canvas@UD and is appropriate for teaching fully online and for teaching face-to-face with online components. Skills acquired in this course can be applied to campus-based, classroom courses. The course is facilitated by instructional designers from Academic Technology Services.
DLEO for is tailored to those teaching online during the coronavirus pandemic. Sections focus on online design essentials while preserving optional individual activities, peer interactions, and coaching elements that previous DLEO participants have appreciated the most. Participants are encouraged to attend weekly cohort sessions in Zoom, although the course can be completed entirely self-directed with accompanying consultations available.
Two ways to participate:
- Plan to enroll in the a future course. Dates and registration will be posted for future sessions.
Request a custom course. For cohorts of 8 or more, the DLEO course can be tailored to match your group’s goals and availability. Email email@example.com to inquire about a custom course.
Interested in DLEO but the scheduled options do not work for you? Email firstname.lastname@example.org to let us know. We’ll follow up with email updates when future courses and additional cohorts are created.
The program addresses faculty questions similar to the following:
How can we ensure that online students will have the same experience as their classroom counterparts?
What are the best tools to work as teams and complete projects?
How might faculty transitioning from face-to-face instruction to online benefit from analyzing teaching styles? For example, how might faculty translate their way of establishing student rapport in the classroom to establishing rapport in an online environment?
What are the key features of a high quality online course regarding impact on student learning, teaching, and learning outcomes?
What is the transformation process that takes place in teaching beliefs/philosophy when faculty prepare to teach online and engage in that practice?
Does the practice of preparing to teach online provide an impetus to make modifications to their face-to-face teaching practices?
Will a strategy that includes reflective practice in faculty development promote transformative learning in faculty?