PD-Instruction

PD-Instruction courses and certificates are designed to meet the instructional needs of HCT faculty. We offer webinars, workshops and online courses, as well as clinics and consultations on a range of teaching and learning topics. If you need a webinar or workshop for your team, contact anyone on the PD – Instruction team or PD Help.

PD-Instruction team: Mahinour Ezzat   |  Christine Lampe  |  Larry Davies


Essentials of Instruction Certificate (EIC)

Description:

The Essentials of Instruction Certificate is a series of short courses addressing critical issues that teachers should consider in developing effective learning experiences. The courses will guide participants through the key elements of effective learning design and delivery, providing practical techniques that can enhance the quality of instruction. This certificate seeks to promote the development of engaging learning activities with clear and measurable objectives and opportunities for both teachers and students to evaluate their achievement of learning targets. The courses are aligned with the UK Professional Standards Framework (UKPSF) of the Higher Education Academy (HEA), which grants Fellowships to recognize effective teaching practice.

Program Goals: 
The Essentials of Instruction Certificate (EIC) aims to:

  • establish a baseline of expectations for teaching practice at HCT
  • clarify standards and criteria for evaluative classroom observations
  • promote effective teaching practices and continuing professional development in instruction

Full Program Guide: Click Here

Description:

This course identifies the standards for teachers in delivering classroom experiences at HCT.  This course will introduce the Higher Education Academy’s UK Professional Standard Framework (UKPSF), which provides the theoretical underpinning for HCT’s teaching standards.  As faculty, you will have to demonstrate your ability to deliver engaging learning experiences according to these standards through a classroom observation. This course will help you identify the skills and practices you will need to demonstrate as aligned to the UKPSF.

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • ​Clarify the observation standards and expectations of your delivery of learning at HCT
  • Align your practice with the Professional Standards Framework (UKPSF)

Full Course Guide: Click Here
Duration: 2 Credit Hours


EIC logoThis is the first of five courses in the Essentials of Instruction Certificate (EIC). These courses will help you understand the expectations for teaching and guide you to ways in which to align your practice to these standards. For more details click the link: Essentials of Instruction Certificate (EIC)​​​​​​​

Description:

Bloom’s Taxonomy (Bloom, 1956; Anderson & Krathwohl, 2001) has been used by educators as a common way to identify the level of cognitive complexity required for a learning activity or assessment on a continuum from lower order to higher order thinking skills. In this webinar, you will examine the levels of the taxonomy and apply them to writing or revising sample learning outcomes that clearly specify the level of cognitive complexity expected.

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • Apply Bloom’s taxonomy to construct more specific learning outcomes

Full Course Guide: Click Here
Duration: 2 Credit Hours


EIC logo

This is the second of five courses in the Essentials of Instruction Certificate (EIC). These courses will help you understand the expectations for teaching and guide you to ways in which to align your practice to these standards. For more details click the link: Essentials of Instruction Certificate (EIC)​​​​​​

Description:

The BOPPPS model for planning learning activities (Kerr, 1978) is widely used to promote effective practice including the specification and achievement of measurable learning objectives, pacing of learning task, and active participation by learners. In this webinar, you will identify the key elements of the framework and consider how to apply them in designing and delivering learning activities to your students.​

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • Identify the elements of the BOPPPS framework
  • Focus your learning activities on clear, measurable learning objectives
  • Select appropriate learning activities to promote active learning

Full Course Guide: Click Here
Duration: 2 Credit Hours


EIC logo

This is the third of five courses in the Essentials of Instruction Certificate (EIC). These courses will help you understand the expectations for teaching and guide you to ways in which to align your practice to these standards. For more details click the link: Essentials of Instruction Certificate (EIC)​​​​​

Description:

Bonwell & Eison (1991) define active learning as any activity that “involves students in doing things and thinking about the things they are doing.’ In this webinar, you will share active learning design and delivery strategies you are already using and identify further opportunities to incorporate active learning into your practice.

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • Clarify the principles of active learning
  • Identify opportunities to promote active learning in your design and delivery of learning

Full Course Guide:​​ Click H​ere
Duration: 2 Credit Hours


EIC logo

This is the fourth of five courses in the Essentials of Instruction Certificate (EIC). These courses will help you understand the expectations for teaching and guide you to ways in which to align your practice to these standards. For more details click the link: Essentials of Instruction Certificate (EIC)​​​​​​​​

Description:

Assessment for Learning (AfL) is an approach that situates assessment within the learning process itself. In this webinar, you will differentiate formative, continuous and AfL practices and identify simple methods for integrating AfL into your practice to enhance learning.

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • Clarify the elements of the Assessment for Learning approach
  •  Identify opportunities to integrate Assessment for Learning practices into your design and delivery of learning​

Full Course Guide: Click Here
Duration: 2 Credit Hours


EIC logo

This is the fifth of five courses in the Essentials of Instruction Certificate (EIC). These courses will help you understand the expectations for teaching and guide you to ways in which to align your practice to these standards. For more details click the link: Essentials of Instruction Certificate (EIC)​​​​​

Teaching Excellence Certificate (TEC)

Description:

The purpose of the TEC is to raise the profile of teaching and learning within HCT by recognizing effective teaching practices as identified in the UK Professional Standards Framework (UKPSF) developed by HEA.

The Teaching Excellence Certificate is designed to:

  • ​Give recognition to faculty who demonstrate effective teaching practices
  • ​Educate and develop faculty through peer-to-peer interactions
  • Cultivate within the institution an environment of continuing professional development (CPD)​

Program Learning Outcomes: 

Upon completion of the TEC program, you will be able to:

  • Articulate evidence of meeting all criteria of Descriptor 2 of the UKPSF in your teaching practice in higher education
  • Reflect on the effective elements of your teaching practice in higher education
  • ​Develop a strategy for your continuing professional development (CPD)

​Certificates and Recognition:

Upon successful completion of the TSEC Program, you receive two forms of recognition: the Fellowship certificate (FHEA) which provides you with international recognition of meeting teaching standards in higher education, and a Teaching Excellence Certificate (TEC) which gives you institutional recognition of your commitment to CPD.​​​

Full Course Guide: ​Click Here
Duration: ​60 Credit Hours

Teaching Skills Enhancement Certificate (TSEC)

Description:

The Teaching Skills Enhancement Certificate (TSEC) is a two-semester professional development program for faculty wishing to develop more effective teaching and learning practices in higher education. The TSEC program is designed for early career faculty as well as for faculty who may not have received formal instruction in curriculum, assessment or current instructional practices in higher education. The program seeks to instill the values of reflective teaching practice and continuous development in the dimensions of practice identified in the UK Professional Standards Framework (UKPSF) developed by the Higher Education Academy (HEA).

The TSEC Program is developed and delivered by the Instruction team.

Course Learning Outcomes: 

Upon successful completion of the program, you will be able to:

  • Articulate an understanding of the value of continuous development of your teaching practice.
  • Demonstrate expertise in curriculum planning and implementation.
  • Demonstrate approaches that enhance teaching to support student learning.
  • Design, develop and evaluate assessment of student learning.
  • Demonstrate evidence-informed classroom leadership practice.

Certificates and Recognition:

Upon successful completion of the TSEC Program, you receive two forms of recognition: an Associate Fellowship certificate (AFHEA) which provides you with international recognition of meeting teaching standards in higher education, and a Teaching Skills Enhancement Certificate (TSEC) which gives you institutional recognition of your commitment to CPD.

Full Course Guide: ​Click Here
Duration: ​40 Credit Hours

HEA Fellowship

Description:

The Higher Education Academy (HEA) offers Fellowships as a means of recognizing your experience and expertise in teaching and learning in Higher Education. In this webinar, you will learn about the HEA Fellowships and their significance in higher education professional development; discuss the value of this program to you professionally; get an overview of the application process; and consider strategies for approaching the application.

Course Learning Outcomes:
Participating in this webinar will contribute to your ability to:

  • Recognize the role of the Higher Education Academy and the UKPSF in promoting effective teaching in higher education.
  • Compare the different routes to Fellowship available.
  • Identify key elements and steps in the application process for HEA Fellowship.

Full Course Guide: ​Click Here
Duration: 2 Credit Hours

Description:

Workshop for faculty planning to apply for HEA Fellowship via the direct route. In this workshop, you will preview the key elements of the online application for Fellowship; identify evidence in your own practice most relevant to Fellowship; and begin planning your application draft.

Course Learning Outcomes:
Participating in this workshop will contribute to your ability to:

  • Identify key elements of the application for Fellowship​ with the Higher Education Academy
  • Identify evidence of your teaching practice most relevant to HEA Fellowship
  • Plan your application for Fellowship​

Full Course Guide: ​Click Here
Duration: 2 Credit Hours

Description:

This is not a formal workshop, but an informal, hands-on session for faculty developing direct applications to the Higher Education Academy (HEA) for Fellowship. You may receive guidance on developing your draft, selecting and supporting evidence of your practice for various dimensions of the UKPSF, or submitting applications to the HEA, as needed. Bring your draft and/or specific questions for us to discuss. We cannot provide a full consultation or coaching, only general guidance.

We strongly recommend that you attend the webinar, Introduction to HEA Fellowship, and participate in the workshop, Get Started with your HEA Fellowship Application before attending these clinics, for more structured guidance about Fellowships and the selection, organization and presentation of evidence for HEA Fellowship.

Notes:

  • You will not receive PD credit for this clinic unless you bring a draft* for us to look at or specific questions about writing your application. If you are just trying to learn more about the HEA Fellowships, this is not the session for you–see the advice below!  If you decide not to participate, please drop the clinic on the PD Dashboard to give your colleagues a chance to participate. 
  • Draft: a partial draft is fine; even a terrible draft is fine–but if you’re not drafting, this clinic will not really help you!
  • Note: that we cannot predict whether your application will be approved for Fellowship, as that is a decision made by a panel of reviewers and beyond our control. 

Course Learning Outcomes:
Participating in this clinic will contribute to your ability to:

  • Identify the key elements of an application for  Fellowship with the Higher Education Academy (HEA)
  • Evaluate and improve your application to meet the requirements for Fellowship as specified in Descriptor 2 of the  Professional Standards Framework (UKPSF)​

Full Course Guide: ​Click Here
Duration: 2 Credit Hours

Description:

This is not a formal webinar, but an informal  consultation for faculty developing direct applications to the Higher Education Academy (HEA) for Fellowship. You may receive guidance on developing your draft, selecting and supporting evidence of your practice for various dimensions of the UKPSF, or submitting applications to the HEA, as needed. Bring your draft and/or specific questions for us to discuss. We cannot provide a full consultation or coaching, only general guidance.

We strongly recommend that you attend the webinar, Introduction to HEA Fellowship, and participate in the workshop, Get Started with your HEA Fellowship Application before attending these clinics, for more structured guidance about Fellowships and the selection, organization and presentation of evidence for HEA Fellowship.

Notes:

  • You will not receive PD credit for this clinic unless you bring a draft* for us to look at or specific questions about writing your application. If you are just trying to learn more about the HEA Fellowships, this is not the session for you–see the advice below!  If you decide not to participate, please drop the clinic on the PD Dashboard to give your colleagues a chance to participate. 
  • Draft: a partial draft is fine; even a terrible draft is fine–but if you’re not drafting, this clinic will not really help you!
  • Note that we cannot predict whether your application will be approved for Fellowship, as that is a decision made by a panel of reviewers and beyond our control. 

Course Learning Outcomes:
Participating in this clinic will contribute to your ability to:

  • Identify the key elements of an application for  Fellowship with the Higher Education Academy (HEA)
  • ​Evaluate and improve your application to meet the requirements for Fellowship as specified in Descriptor 2 of the  Professional Standards Framework (UKPSF)​

Full Course Guide: Click Here
Duration: 2 Credit Hours

HEA Senior Fellowship

Description:

The Higher Education Academy (HEA) offers Senior Fellowships as a means of recognizing your experience and expertise in teaching and learning, with a particular emphasis on your impact on the practice of others through successful co-ordination, support, supervision, management and/ or mentoring.

In this webinar, you will learn about the Higher Education Academy and its significance in promoting effective teaching practice; discuss the value and appropriateness of the Senior Fellowship to your current practice; get an overview of the application process; and consider strategies for approaching the application.

Course Learning Outcomes: 
Participating in this webinar will contribute to your ability to:

  • Recognize the role of the Higher Education Academy and the UKPSF in promoting effective teaching in higher education.
  • Evaluate your eligibility for Senior Fellowship based on your current impact on the practice of other higher education practitioners.
  • Identify key elements and steps in the application process for HEA Senior Fellowship.

Full Course Guide: ​Click H​ere
Duration: 2 Credit Hours

Description:

Workshop for faculty planning to apply for HEA Senior Fellowship via the direct route. In this workshop, you will preview the key elements of the online application for Fellowship; identify evidence in your own practice most relevant to Senior Fellowship; and begin planning your application draft.

Course Learning Outcomes: 
Participating in this workshop will contribute to your ability to:

  • Identify key elements of the application for Senior Fellowship with the Higher Education Academy
  • Identify evidence of your teaching practice and educational leadership most relevant to HEA Senior Fellowship
  • Plan your application for Senior Fellowship​

Full Course Guide:Click Here
Duration: 2 Credit Hours

Description:

This is not a formal workshop–it’s an informal consultation for faculty developing drafts of their direct application for Senior Fellowship with the Higher Education Academy (HEA). You may receive guidance on developing your draft, selecting and supporting evidence of your practice and educational leadership for various dimensions of the UKPSF, or submitting applications to the HEA, as needed. Bring your draft and/or specific questions for us to discuss. We cannot provide a full consultation or coaching, only general guidance.

We strongly recommend that you attend the webinar, Introduction to HEA Senior Fellowship, and participate in the workshop, Get Started with your HEA Senior Fellowship Application, before attending these clinics, for more structured guidance about the selection, organization and presentation of evidence for HEA Senior Fellowship.

Note:

  • You will not receive PD credit for this clinic unless you bring a draft* for us to look at or specific questions about writing your application. If you are just trying to learn more about the HEA Fellowships, this is not the session for you–see the advice below!  If you decide not to participate, please drop the clinic on the PD Dashboard to give your colleagues a chance to participate.
  • Draft: a partial draft is fine; even a terrible draft is fine–but if you’re not drafting, this clinic will not really help you!
  • Note that we cannot predict whether your application will be approved for Fellowship, as that is a decision made by a panel of reviewers and beyond our control. ​

Course Learning Outcomes: 
Participating in this clinic will contribute to your ability to:

  • Identify the key elements of an application for Senior Fellowship with the Higher Education Academy (HEA)
  • Evaluate and improve your application to meet the requirements for Senior Fellowship as specified in Descriptor 3 of the  Professional Standards Framework (UKPSF)

Full Course Guide:Click Here
Duration: 2 Credit Hours

Description:

This is not a formal webinar–it’s an informal online consultation for faculty developing drafts of their direct application for Senior Fellowship with the Higher Education Academy (HEA). You may receive guidance on developing your draft, selecting and supporting evidence of your practice and educational leadership for various dimensions of the UKPSF, or submitting applications to the HEA, as needed. Bring your draft and/or specific questions for us to discuss. We cannot provide a full consultation or coaching, only general guidance.

We strongly recommend that you attend the webinar, Introduction to HEA Senior Fellowship, and participate in the workshop, Get Started with your HEA Senior Fellowship Application, before attending these clinics, for more structured guidance about the selection, organization and presentation of evidence for HEA Senior Fellowship.

Note:

  • You will not receive PD credit for this clinic unless you bring a draft* for us to look at or specific questions about writing your application. If you are just trying to learn more about the HEA Fellowships, this is not the session for you–see the advice below!  If you decide not to participate, please drop the clinic on the PD Dashboard to give your colleagues a chance to participate.
  • Draft: a partial draft is fine; even a terrible draft is fine–but if you’re not drafting, this clinic will not really help you!
  • Note that we cannot predict whether your application will be approved for Fellowship, as that is a decision made by a panel of reviewers and beyond our control. ​

Course Learning Outcomes: 
Participating in this clinic will contribute to your ability to:

  • Identify the key elements of an application for Senior Fellowship with the Higher Education Academy (HEA)
  • Evaluate and improve your application to meet the requirements for Senior Fellowship as specified in Descriptor 3 of the  Professional Standards Framework (UKPSF)

Full Course Guide: Click Here
Duration: 2 Credit Hours

Assessment

Description:

The Commission for Academic Accreditation (CAA) requires that tests be fair, accurate, and set at an appropriate level. This session will look at the three parts of item analysis that can help you determine if your tests are aligned with CAA specifications.

Course Learning Outcomes: 

Participating in this session will contribute to your ability to:

  • Differentiate the functions of item difficulty analysis, item discrimination analysis, and distractor analysis

Full Course Guide:Click Here
Duration: 2 Credit Hours

Description:

This is not a formal webinar—this is an informal session where you can bring in an assessment you are planning, writing or updating for review and advice.  You may share your screen to show us your assessment. There is no need to send your document.​

Course Learning Outcomes: 

Participating in this session will contribute to your ability to:

  • Identify assessment design or validity issue.
  • Plan improvements or enhancements to assessments or marking schemes.

Full Course Guide:Click Here
Duration: 2 Credit Hours

Description:

This popular training course—dramatically expanded and enhanced for 2018—teaches analysts and non-analysts alike the basics of data analytics and reporting. Robin Hunt defines what data analytics is and what data analysts do. She then shows how to identify your data set—including the data you don’t have—and interpret and summarize data. She also shows how to perform specialized tasks such as creating workflow diagrams, cleaning data, and joining data sets for reporting. Coverage continues with best practices for data analytics projects, such as verifying data and conducting effective meetings, and common mistakes to avoid. Then learn techniques for repurposing, charting, and pivoting data. Plus, get helpful productivity-enhancing shortcuts and troubleshooting tips for the most popular data analytics program, Microsoft Excel.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Identify key principles and processes of data analysis
  • Clarify the data analyst role
  • Identify data, data fields, and data type
  • Use query syntax to extract information from data
  • Identify existing data available to you
  • Clean data to prepare for analysis
  • Chart data
  • Build pivot tables and charts
  • Use a spreadsheet for data analysis​

Full Course Guide:Click Here
Duration: 2 Credit Hours

Description:

This online course helps you improve your support of learning with detailed, constructive, and timely feedback on learning activities and assignments.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Relate marking decisions to learning outcomes and declared criteria
  • Select marking levels appropriate to the course, students and institutional standards
  • ​Mark assignments consistently within a single student’s work and across the work of many students
  • Use feedback to support student improvement over time
  • ​Improve the quality and efficiency of the marking process​

Full Course Guide: Click Here
Duration: 7 Credit Hours

Description:

Bloom’s Taxonomy (Bloom, 1956; Anderson & Krathwohl, 2001) has been used by educators as a common way to identify the level of cognitive complexity required for a learning activity or assessment on a continuum from lower order to higher order thinking skills.

Higher Order Thinking Skills (HOTS) questions (versus Lower Order Thinking Skills – LOTS) can be written to help target assessment of in the ‘evaluation’ and ‘creation’ domains from Bloom’s Taxonomy. Familiarizing yourself with the verbs (from the “Padagogy Wheel ENG V5.0”) used to write such question stems is the focus of this session.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Recognize and distinguish HOTS vs. LOTS type test items
  • Explain three rules in writing HOTS test items
  • Use proper HOTS stems in the writing of evaluation related test items
  • Use proper HOTS stems in the writing of creation test items

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Learning assessments give valuable feedback to learners and provide a solid indication to instructors about who is learning what, what’s working, and what isn’t. In this course, instructional design expert John-Paul Ballard shows you how to create effective assessments. Learn how to establish assessment goals, write questions, create a fair test environment, and construct a rubric.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

See instructions on the Blackboard course​​​

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • ​Write a more effective grading rubric
  • Distinguish between poorly written and well written exam questions and distractor
  • Explain the purpose of learning assessments
  • State the goals for your own learning assessments

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Use data to point your classroom in the right direction. Learn how to collect and analyze student data and truly measure learning. Riyaz Gayasaddin explores setting class goals and tracking the results with tools such as the Excel Mastery Tracker, included for free with this course. He then walks through gathering and analyzing the data, and using it to strategically plan reteaching and remediation efforts. Plus, learn how to get buy-in and share your plan with students and their parents.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

See instructions on the Blackboard course​​​

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • ​Examine master data trackers
  • Examine ways to enter, analyse, and share data with students and other teachers

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Case studies are an effective means of assessing higher order thinking skills required for learners closer to matriculation. Writing a case study for assessment can be a challenging and time consuming affair. This session is designed to make the process of writing a case study more efficient and effective, by looking at several examples of case studies written across the curriculum, and identifying the  elements of an effectively designed case study.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Assess the effectiveness of a case study for assessment of student learning
  • Locate resources for building effective and engaging case studies for assessment​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Learning Design

Description:

Appreciative Inquiry comes from the positive psychology discipline. It is an asset-based approach to learning organization change. This approach can also be applied to lesson planning and classroom activities.

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • Address two challenges to our current learning and teaching context
  • Define Appreciative Inquiry (AI) as it can apply to learning results from activities
  • Demonstrate understanding of AI concepts through reflection on four aspects
  • Demonstrate understanding of AI through design of a participatory classroom activity

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Leadership is defined as: ‘Embedding the capacity for greatness in the people (think learner) and practices (think curriculum) of an organization (think school), and decoupling it from the personality of the leader (think instructor).’ In other words, Great Leaders foster ownership in the people they lead, as Great Instructors help learner autonomy through the activities they plan and deliver in their classes. This session will explore three important facets of ownership that instructors must foster.

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • Define three main facets of ownership
  • ​Design a Participatory Learning ownership activity

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Flow is a concept from Csikszentmihalyi (2006) in which learners  find satisfaction when the challenges in a zone are equivalent to their skill. If the challenge is higher than the skill, anxiety happens; if it is lower, boredom happens. In this session, you will evaluate learning activities that fall within the ‘flow zone’ and consider ways to promote ‘flow’ in your own practice.

It is advisable to watch Csikszentmihalyi’s TED Talk from 2006 (about 19 minutes) on the topic before attending this webinar.​

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • Differentiate several attributes of flow while learning.
  • Design a Participatory Learning flow activity

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Turn your classroom upside down and find more time for teaching. In this course, educator Aaron Quigley demonstrates how to “flip” your college classroom by initiating learning online before class begins. This new approach allows teachers to reinforce and delve more deeply into content in person, while sending students home with new material. In this presentation, Aaron shows how and why flipped classroo ms work, addresses the possible drawbacks (like what to do when students don’t have technology at home), and provides tips for implementing a flipped classroom at your school.​

Extension tasks on Blackboard include a formative Concept Quiz to check your understanding of key elements of the flipped classroom approach, and a Reflection on implementing flipped classroom activities in your practice. 

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • Apply flipped approaches to your delivery of learning
  • Design effective flipped learning activities

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

Gamification allows you to present educational content to learners in a way that’s engaging, visually compelling, and personalized. In this course, Karl Kapp explores the various types of gamification, and shows how to use gamification and interactive learning to develop effective learning experiences. He explains how to add game elements to instructional design and use reward systems for learner engagement. He also reviews the different types of structural gamification, including competition-based and badge-based. To wrap up, he dives into content gamification, explaining how to leverage characters for learning, create challenges, and provide juicy feedback.”​

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • Identify different types of gamification used in academic settings
  • ​Create effective and meaningful gamification to enhance learning and learner outcomes

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Gamification is an underutilized element in instructional design, but it’s crucial to engaging today’s learners and enabling content mastery. In this course, professor, instructional game designer, and author Karl Kapp lays the foundations of the theory, provides examples of gamification in three real-world learning scenarios, and breaks down the dynamics of gamification (aka what makes games fun!): escape, collection, discovery, pattern recognition, and other risk/reward activities. Plus, learn to put the different elements of gamification—from setting goals to providing multidimensional feedback and leveling up—to work for your classroom. If you don’t have experience gaming, don’t worry. Professor Kapp focuses on gamification as a design sensibility, making the principles clear to gamers and non-gamers alike.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Explain the process of using game elements, game mechanics, and game thinking to engage people, motivate action, promote learning, or solve problems
  • Break down a familiar game into its components, and elements, and mechanics to see how these individual pieces can be applied outside of the game space​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

If you use  slides during to support lectures or learning activity, there are some simple design principles that can enhance their effectiveness, motivate your learners, and help to tell the story.

In this online workshop, you will explore practical enhancements to your slide design, and apply those enhancements in redesigning sample slides.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Design effective lecture or learning activity slides

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

Video is a popular resource in the classroom, but learners can get a lot more from a video if the task is structured. In this session, you will look at three stages that you should incorporate into every video-based learning activity: pre-viewing, during-viewing and post-viewing. You will explore various tasks you can use for each stage.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Identify  tasks that enhance learning at each stage of a video activity​
  • Structure video activities to enhance learning​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

Teaching is more than just delivering content; it’s about making complex ideas understandable and guiding learners to higher-order thinking. A successful approach to teaching complex topics involves three phases: systematically unpacking the material, turning it into engaging and effective lessons, and then providing extra assistance to students who are struggling. Combined with Universal Design for Learning (UDL) principles for making learning accessible, you can maximize student engagement and achievement—with even the most complex subjects.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Backwards plan a complex unit
  • ​Apply  of principles of universal design (UDL) to your course design
  • Develop strategies for vocabulary and knowledge building
  • Create materials for visual, auditory learners, and kinesthetic learners
  • Enhance learner motivation and learner choice
  • Develop strategies for struggling learners

Full Course Guide: Click Here
Duration: 3 Credit Hours

Description: 
Blended learning is all about the students: combining instruction with digital resources to help increase student achievement and engagement. In this course, Chris Mattia explores the various aspects of blended learning, and provides guidelines to create a blended classroom that meets students’ diverse learning needs. The techniques rely on technologies such as Google Apps, Android and iOS devices, video, learning management systems (LMSs), and open-source tools such as WordPress to promote sharing and collaboration. Watch and learn how to use blended learning to create dynamic, engaging, and student-focused lessons.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Explain the fundamentals of blending face-to-face and online instruction
  • Explore a variety of tools and techniques to bring about a blended learning experience
  • Use mobile devices to assist instruction
  • Create and use video to enhance blended learning

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

Setting clear expectations is the foundation to good instruction and the key to helping students achieve desired learning outcomes. In this course, John-Paul Ballard shows how to write learning objectives for any situation, while exploring learning objective structure, theory, and examples of strong and weak objectives. He explores how learning objectives vary according to audience and deployment—elearning, online tutorials, classrooms, webinars, and more—and how to tie them to learning assessments.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Define learning objectives
  • Identify key theories of writing learning objectives
  • ​Map learning objectives with lesson planning
  • Map learning objectives to appropriate assessments

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description: 

This online course gives guidance on creating a course that promote engagement and positive learning experience. It looks at the importance of context, the connection between course design and student learning, course alignment, course structure, and how to evaluate and improve your course.

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Identify the context of your course design
  • Explain the effects that course design can have on student learning
  • Align learning activities with course learning outcome
  • ​Design appropriate learning activities to achieve learning outcomes
  • Evaluate different types of feedback on course design​

Full Course Guide: Click Here
Duration: 10 Credit Hours

Facilitating Learning

Description: 

​Join Professor Karl Kapp as he walks higher ed instructors through strategies for successfully engaging and teaching college students, while achieving their own publishing and career goals. When it comes to strategies inside the classroom, Karl covers increasing students’ critical thinking skills, teaching with technology, introducing outside resources, and maintaining academic rigor. Outside the classroom, he’ll show professors how to stay current, adapt to the evolving academic landscape, and collaborate with peers for career success.​

Course Learning Outcomes: 
Participating in this course will contribute to your ability to:

  • Connect with your students
  • Explore technologies to increase classroom engagement
  • Encourage active and critical thinking skills in students
  • Continuously improve and adapt your teaching approach
  • Collaborate with colleagues within and beyond HCT​​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

In this online workshop we will introduce the five stages of online learning and identify the roles and strategies required to effectively moderate an online course or discussion board at each stage. We will discuss various issues that may arise with participants and discuss possible responses to ensure that all participants can engage successfully in the discussion or learning activities.

Course Learning Outcomes: 

Participation in this online workshop will contribute to your ability to:

  • ​Identify the five stages of online learning
  • Identify moderator roles and strategies relevant to each stage
  • Anticipate issues with participants and formulate effective responses​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

This online course is designed to help you understand the purpose of lecturing and its role within the teaching process. It focuses on how best to use the lecture format to facilitate student learning and includes practical advice on structuring lectures, asking and answering questions and making use of technology.

Course Learning Outcomes: 

Participation in this course will contribute to your ability​ to:

  • Adopt lecturing approaches informed by research on effective practices
  • Consider fitness for purpose in a given context
  • Structure lecture content effectively
  • Ask and answer questions effectively during lectures, including using technology

Full Course Guide: Click Here
Duration: 10 Credit Hours

Description:

Engaged students become more active learners. Help set learners up for success by teaching in a more interactive and immersive way. In this course, professor and instructional designer Karl Kapp explores teaching strategies that engage learners and make learning stick—whether you’re teaching face-to-face or in an online classroom setting. Explore different lesson formats and activities that increase cognitive engagement, knowledge retention, and collaboration. Dr. Kapp explores both time-tested and cutting-edge tools, including index cards and charts and digital tools such as wikis and blogs.​

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 

Participating in this course will contribute to your ability to:​

  • Develop techniques to engage learners in face to face and online environments
  • Differentiate development of technology-based and non-technology-based materials

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

This online course offers tips and strategies which will help you to prepare, lead, evaluate and improve discussion experiences, whatever the size and nature of the course being delivered. You will explore areas such as building rapport with students, whether/how to grade discussion, using technology, keeping discussions going and fielding questions.

Course Learning Outcomes: 

Participating in this course will contribute to your ability to:​

  • Analyze the characteristics of effective and less effective discussions, and describe what is involved in preparing for a discussion
  • Plan ways to create a comfortable and supportive learning environment in which students share diverse viewpoints with openness and respect for each others opinions
  • Identify strategies to start a discussion, including posing good questions
  • Organize and implement effective online discussions
  • ​Create and carry out a plan to evaluate the quality of discussion facilitation

Full Course Guide: Click Here
Duration: 7 Credit Hours

Description:

This course is geared to teaching in primary schools, but many ideas can be incorporated into higher education teaching.​

Create a classroom culture that increases achievement and decreases disruption—without inhibiting your students’ creativity or desire to learn. In this course (our first with real kids in a classroom setting), Aaron Quigley shows you how to create learning-focused environments by minimizing off-task behavior and increasing student engagement. Learn how to develop the traits of effective classroom managers, reduce distraction, give clear instruction, and escalate problems when necessary. Aaron will also provide guides for building a positive classroom culture that sets students up for success, wherever they go next.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 

  • Participating in this course will contribute to your ability to:
  • Explore best practices, routines, and theories that can help create classroom environments that foster student success
  • Move students from a passive to an active learning environment
  • Create a classroom that can function with student interactions, differentiated groups and self-motivated learning
  • Explore how to create routines, systems, and teacher actions to develop a well-managed classroom

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Action Logs are founded on the concept that learning is best done as a personal reflective contract by the learner. The setting up and practical reflective experiences of the action log are highlighted.

Course Learning Outcomes: 

Participating in this course will contribute to your ability to:​

Identify the features of an Action Log

Apply principles to create a template in which to help students plan and reflect on their learning in day-to-day activities​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Curriculum Development

Description:

Learning outcomes are an important concept to master. An understanding of what makes an outcome measurable will drive how an assessment is conceived, structured, and developed. The Commission on Academic Accreditation, through the National Qualifications Framework, has laid out clear guidelines for the underlying strands of knowledge, skill, and competence (three strands) that learners graduating from a four-year program need to possess. This session will look specifically at the Program Learning Outcomes (PLOs) developed at HCT, and focus on the development of Course Learning Outcomes (CLOs) that align to the HCT PLOs. Participants will gain a deeper and broader understanding in the creation of CLOs, which align with HCT PLOs.

Course Learning Outcomes:
Participating in this session will contribute to your ability to:

  • Identify, define and apply six levels of Bloom’s Taxonomy to learner production.
  • Identify and redefine course learning outcomes for a chosen course in a program of study.

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

Most of the focus at HCT is on designing outcomes for four-year students according to the Level 7 guidelines from the Commission on Academic Accreditation (CAA), the majority of students at HCT. However, it’s also important to focus on students who attend for only one-year certificate or two-year diploma courses and to design courses based on the CAA specifications for Level 5 (certificate) and Level 6 (diploma) courses. This session will look more deeply at these two levels, and focus on the development of Program Learning Outcomes that align to the CAA’s outcomes.

Course Learning Outcomes:
Participating in this course will contribute to your ability to:

  • ​Differentiate the five major strands of the CAA
  • Clarify the implications of each outcome for level 5 learners
  • Clarify the implications of each outcome for level 6 learners​

Full Course Guide: Click Here
Duration: 2 Credit Hours

Continuing Your Professional Development

Description:

A workshop that is a companion to the “Improving Classroom Observation” session. This workshop will focus on designing an “Observation for Development” that can be implemented by the instructor with one of his or her colleagues.

Course Learning Outcomes:
Participating in this session will contribute to your ability to:

  • Describe in detail the purpose and function of the Observation for Development

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

A workshop that is a companion to the “Improving Classroom Observation” session. This workshop will focus on designing an “Observation for Evaluation” that can be implemented by the instructor with one of his or her colleagues.

Course Learning Outcomes:
Participation in this session will contribute to your ability to:

  • Describe in detail the purpose and function of the Observation for Evaluation through visualizing via the template provided

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

This online course focuses on professional growth in teaching, based on the premise that teachers can stay vital by continuously reflecting on their practice and, through this process, developing new teaching skills and approaches. It explores areas including teaching identity, student learning, feedback, teaching portfolios and the value of carrying out research into teaching and learning.

Course Learning Outcomes:
Participating in this session will contribute to your ability to:

  • Reflect on your practice
  • Identify and engage in activities to support your ongoing development in teaching

Full Course Guide: Click Here
Duration: 10 Credit Hours

Description:

Tap into your hidden potential, with discoveries from the neuroscience of learning. Dr. Britt Andreatta, director of training and development at lynda.com, uses the latest research from Harvard, Stanford, and other leading research institutions to explain how the brain processes and stores new information. She introduces the three-phase model of learning and the secrets to developing neural pathways so that learning sticks. Intended for both those who teach or train and those who learn, this course is a fun and enlightening journey through the learning process.

Click here to register for the course on Lynda.com (login with your HCT userid and password).

Course Learning Outcomes: 
Participating in this session will contribute to your ability to:

  • ​Examine the impact of the brain’s ability to improve potential for learning
  • Define mindset as it relates to learning
  • Define the culture of continuous improvement and its impact on lesson planning

Full Course Guide: Click Here
Duration: 2 Credit Hours

Description:

An overview of four types of observation that can be used in the classroom, and the various ways in which they can be designed and delivered. Four additional workshops—Designing a Classroom Observation for Development, Designing a Classroom Observation for Research, Designing a Classroom Observation for Evaluation, Designing a Classroom Observation for Training—focus on hands-on design of the four types.

Course Learning Outcomes:
Participating in this session will contribute to your ability to:

  • Identify four purposes of observation
  • ​Design an observation for a specific purpose

Full Course Guide: Click Here
Duration: 2 Credit Hours

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