Academic Catalog


Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 1
Hours: 1 lecture per week (12 total per quarter)
Advisory: Basic computer skills and knowledge of Macintosh or Windows operating systems and basic skills and knowledge of internet technologies, such as using web browsers, email, bookmarking, searching and downloading; not open to students with credit in LINC 290.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Analyze the practical applications for using webinars as an instructional tool for collaborative, interactive, distance learning
  • Define and annotate best practices for instructional uses of webinars
  • Compare and contrast different webinar tools and systems


For educators and trainers to develop basic skills in creating synchronous or asynchronous "webinars," web-based seminars. This course will use software tools and systems, such as CCC Confer, Adobe Connect, WebEx, or others. Students will incorporate video, media, slide presentations and Internet resources to create short webinar content for educational or training applications.

Course Objectives

The student will be able to:
A. Analyze the practical applications for using webinars as an instructional tool for collaborative, interactive, distance learning
B. Define and annotate best practices for instructional uses of webinars
C. Compare and contrast different webinar tools and systems
D. Develop competence in using CCC Confer (or similar) as a webinar system
E. Design and develop a webinar for instructional use in the classroom
F. Implement the webinar using document sharing and interactive/collaborative features of a chosen webinar system

Course Content

A. Webinars as an instructional tool
1. How to set up a webinar for classroom or training
2. Using video
3. Using slide presentations
4. Using web resources during webinar
B. Best practices for instructional uses of webinars
1. Demonstration of a classroom focused webinar
2. Current research on the use of webinars in education
C. Webinar tools and systems
D. CCC Confer
1. How to use the tool
2. Describe the particular features of CCC Confer (or similar)
E. Create a webinar
1. Analyze learner/audience needs
2. Design content and delivery methods
3. Develop presentation resources and images, templates, interactions, instructional aides
4. Test the prototype webinar
F. Implement the webinar
1. Sharing of successful course materials via webinar
2. Reflect on the webinar design experience
3. Reflect on the webinar learning experience

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with overhead projector, white/black board, and a demonstration computer connected online. Computer laboratories equipped with online PCs and Macintosh computers, network server access, and printers.
B. When taught via Foothill Global Access on the Internet: Students must have currently existing email accounts/email address and ongoing access to computers with email software, GUI web browsing capability, FTP program, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing a webinar to use for the classroom or training.
B. Presentation of the project to peers.
C. Making constructive contributions to class discussions.

Method(s) of Instruction

During periods of instruction the student will be actively engaged in:
A. Writing notes, listening, and participating in lecture presentation and class discussion using the terminology of the software product and publishing industry.
B. Observing an instructor-led demonstration and student practice of software and hardware techniques.
C. In-class presentations and peer review to critique class projects.

Representative Text(s) and Other Materials

Carucci, John, and Sharat Sharan. Webinars for Dummies. Hoboken, NJ: John Wiley & Sons, 2014. Print.

Instructor-assigned notes and materials.

When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.


Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Each class session requires the student to read and analyze selected websites or student projects related to that session's topics. Class discussion is encouraged.

B. Each session's topic requires a written response to a prompt that is turned in for instructor or peer review. Each prompt is designed to be a draft of a section of the student's completed project. Instructor feedback should be reflected in the final product.

C. When taught online these methods may take the form of video, audio, animation and web page presentations. Assignments will be submitted online as well.



Instructional Design/Technology