The student will be able to:

1. Compare and contrast the features of different learning management systems, as they relate to communication and equity.
2. Identify and apply quality online teaching principles to course design and management.
3. Model digital citizenship in the virtual classroom and develop guidelines to support student digital literacy.
4. Establish community ground rules that are founded in expectations for appropriate interactions among learners.
5. Develop a community among culturally and academically diverse learners by providing opportunities that are conducive to active learning.
6. Create online student discussions that promote learner-learner interaction in groups, in order to foster collaboration and promote higher-order thinking skills.
7. Evaluate online learning using appropriate assessment tools, including customized rubrics.
8. Identify barriers to equity present in online learning environments and develop plans to overcome them.
9. Apply accessibility regulations and guidelines to online course design, creating alternative formats of course materials.
10. Establish clear communication policies and build relationships through timely and encouraging communication, using various formats.
11. Cultivate a digital instructional presence to support a sense of classroom community in the virtual environment.
12. Use digital tools to identify patterns in learner engagement and performance and develop an outreach plan to support struggling students.

1. Learning management systems
   1. Functions
   2. Features
   3. Augmentations
   4. Accessibility
2. Quality online teaching principles
   1. Presence
   2. Equity
   3. Responsiveness
   4. Ethics
   5. Ongoing improvement
3. Digital citizenship
   1. Copyright and Creative Commons licensing
   2. Open educational resources
   3. Classroom interaction guidelines
   4. Netiquette
   5. Digital literacy
4. Community ground rules
   1. Student-to-student communication
   2. Student-to-teacher communication
   3. Academic honesty
   4. Meaningful participation
   5. Conflict resolution
5. Cultural and academic diversity
   1. Challenging stereotypes
   2. Learning styles
   3. Variety of inputs and outputs
   4. Student choice
   5. Inviting personal knowledge
6. Student discussions
   1. Effective discussion prompts
   2. Icebreakers
   3. Reply and participation guidelines
   4. Social learning
7. Evaluating learning
   1. Assessment methodology
   2. Rubric design
   3. Student feedback
8. Equity
   1. Supporting online students
   2. Student success factors
   3. Unconscious bias
   4. Trauma-informed design
   5. Linguistic justice
9. Accessibility
   1. Distance education accessibility guidelines
   2. Designing for accessibility
      1. Captions and transcripts
      2. Searchable PDFs
      3. ALT tags
      4. Color contrast
10. Communication policies
    1. Availability
    2. Time management
    3. Response times
    4. Q & A discussion forums
    5. Communication within learning management systems
11. Instructional presence
    1. Incorporating digital tools
    2. Supportive environment
    3. Student-student interaction tools
    4. Instructor-student interaction tools
    5. Regular and substantive interaction
12. Outreach
    1. Engagement analysis tools
    2. Identifying struggling students
    3. Struggling student letter
    4. Tools for communication
       1. Video
       2. Wikis
       3. Blogs
       4. Apps
    5. Outreach plan

Not applicable.

Designing and developing an online course plan and product or project centered around serving diverse learners
Presenting the product or project to peers, capturing feedback, and using it to revise the product or project
Making constructive contributions to class discussions and peer review feedback

The student will engage with course concepts through multimodal instructional materials offered in accessible formats, supplying multiple means of representation
The student will observe instructor-guided demonstrations and then apply skills using a modality of their choice (e.g., digital, visual, or written), providing multiple means of action and expression
The student will co-construct knowledge by participating in synchronous or asynchronous discussions, peer feedback, and collaborative activities that honor diverse cultural and linguistic assets, ensuring multiple means of engagement

Bull, Bernard D.. Humanizing the Online Classroom: Seeking and Celebrating the Human Experience in Distance Education, 1st ed.. 2020.

Kelly, Kevin, and Todd Zakrajsek. Advancing Online Teaching: Creating Equity-Based Digital Learning Environments. 2021.

Gray, Laura E., and Shernette D. Dunn. Humanizing Online Teaching and Learning in Higher Education. 2024.

When course is taught online, additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered via the course learning management system.

1. Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peers' educational projects.
2. Outside assignments include conducting project development, writing the instructional plan, reading, and developing the project through an iterative process.

When taught online, these methods may take the form of video, audio, animation, and webpage presentations. Writing assignments are completed online.