Learning Outcomes:
Upon completion of the course, students will be able to:

1. Develop a personal philosophy that reflects learning theory and guides online instruction that creates an environment for reflection, critical thinking, and collaboration. (WI DPI 4) (ISTE NETS-T V)
2. Analyze the role of the online facilitator and develop strategies to implement, encourage and manage interaction in the online classroom. (WI DPI 5) (ISTE NETS-T III, V)
3. Demonstrate appropriate planning considerations, guidelines and procedures to establish a productive, engaging e-learning environment (WI DPI 7) (ISTE NETS-T V)
4. Frame critical thinking questions and design discussion prompts that lead to effective learning in the online classroom. (WI DPI 4) (ISTE NETS-T III)
5. Apply understanding of learner differences when facilitating an online community of practice. (WI DPI 3) (ISTE NETS-T VI)
6. Evaluate application ideas for online discussions using recognized criteria and professional references and apply current research about successful teaching strategies to guide students before, during and after case scenarios, brainstorming, role playing, and reaction postings.(WI DPI 4, 7) (ISTE NETS-T III, V)
7. Develop a facilitation ePortfolio of useful tools, tips, and facilitation techniques as well as the beginnings of 70-30 course preparation developed during the course.

Course objectives are aligned with the
Wisconsin Standards for Teacher Development and Licensure (WI DPI) and International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) Content Outline Module Zero: The Etiquette of Netiquette
Proper posting techniques, file sizes with images, threading strategies and file formats Module 1: Course Introduction and need for highly qualified online teachers
Defining facilitation in the online classroom

1. Key facilitation roles
   Posting learning expectations
   Building group coherence
   Sharing information
   Reflecting and processing ideas
   Framing arguments and leading discussion
   Providing feedback to students
   Providing online tutoring
2. Planning for facilitation

Defining communities of practice in the online classroom Module 2: Learning theories and the online classroom
Learning theories applied to creating and facilitating a collaborative online community of practice

1. Review of Social constructivism
2. Review of Adult learning theory
3. Implications of learner differences

Types of facilitation

1. Defining levels of facilitation
2. Developing a personal mission statement for facilitation

Module 3: Understanding facilitated discussions
Role of the facilitator

1. Planning for a variety of facilitation scenarios
2. Finding a voice

Forms of dialogue

1. Social dialogue
2. Argumentative dialogue
3. Pragmatic dialogue

Types of messages

1. Content-related
2. Process-related
3. Technical
4. Procedural
5. Evaluative

Module 4: Types of interaction in the online classroom

1. Learner-Learner (dyads and teams of peer participants
2. Learner-instructor
3. Learner-content
4. Group Dynamics

Module 5: The engagement process in the online classroom

1. Crucial first week
2. Developing prompts, policies and timelines
3. Analysis of scenarios for collaborative facilitation techniques

Module 6: Dialogue as inquiry: Developing critical thinking Strategies that sharpen the focus

• Identifying direction
• Sorting ideas for relevance
• Focusing on key points
• Encouraging expansive questioning

Strategies that deepen the dialogue

• Full-spectrum questioning
• Making connections
• Honoring multiple perspectives

Scenario analysis
Developing reflective questions Module 7: Techniques, Tips and Practice
Proven techniques for teacher productivity

1. Work flow and time management
2. The importance of daily pacing

Collaboration among dyads and teams
Critiquing facilitation techniques Module 8: Assessment of facilitated discussions

• Lessons learned
  Hijacking the dialogue
  The question mill
  Minimal participation
• Brainstorm list of methods to be used when being proactive has not worked
• Assessment of facilitated discussions
  Discussion analysis tools
  Rubrics
  Team assessments
  Reflective self-assessments

As “student online facilitators” each participant will receive extensive feedback both from peers and the instructors (formative scoring) on each stage of portfolio development. This feedback is designed for growth, progress, and most importantly, revision. Summative grades will be issued in the final module. --> Alignment with Teaching Standards:
Participants in this class will gain experience that will help them meet the following Wisconsin Teaching Standards: Standard 4. Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

Standard 5. Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. National Educational Technology Standards for Teachers Alignment with National Educational Technology Standards for Teachers, International Society for Technology in Education, 2002 III. Teaching, Learning and the Curriculum

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

• facilitate technology-enhanced experiences that address content standards and student technology standards.
• use technology to support learner-centered strategies that address the diverse needs of students.
• apply technology to develop students' higher order skills and creativity.
• manage student learning activities in a technology-enhanced environment.
  

V. Productivity and Professional Practice

Teachers use technology to enhance their productivity and professional practice. Teachers:

• use technology resources to engage in ongoing professional development and lifelong learning.
• use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.