Online Learning

Multimodality training

Audience

The Multimodality training will take place over three weeks and include weekly 1.5-hour Zoom sessions to participate in, along with a half-hour kick off meeting prior to the start of the training. Instructors are asked to come to the training with a current course in mind to use in the various learning activities the training includes, as well as some familiarity with the Multimodality Course Checklist, D2L Brightspace, and Zoom.

The training is geared towards:

  • For credit courses that are delivered in more than one of the three modalities PCC has defined as ‘Combined Formats’; Online, In-person, and Remote.
  • Instructors who have already been teaching in multiple modalities or who plan to teach in multiple modalities in the near future.
  • Faculty fulfilling the refresher training described within the new employee contract (please see chart on page 2 with modality and training content comparisons).

Prerequisite Skills

Basic D2L skills

Basic Zoom skills

Basic Google Docs

Description

Multimodality trainees will work with definitions of the different course modalities, describe how they are combined at PCC, and apply suggested best practices for mixed modality course delivery. In this three week course, participants will also:

  • Investigate the guidelines for their program or department and think about how they will work within those guidelines for course delivery.
  • 欧洲杯决赛竞猜app_欧洲杯足球网-投注|官网 ways to engage learners in the different modalities their courses are delivered in, including learning activities, PCC supported tools, and ways to maximize student engagement and interaction (Multimodality Training Outcome III).
  • Assess the importance of connecting and blending content across modalities, and develop ideas and support on how to do so effectively (Multimodality Training Outcome II).
  • Participate in online discussions and weekly Zoom meetings, and also complete learning activities that could include a mix-map, course map, and tools to help with discussions, e.g., Hypothes.is, Google suite, and VoiceThread.
  • Complete a culminating activity to apply the Multimodality Checklist and consider future improvements to their course.

Time commitment

  • Three weeks, 14-16 hours
  • 1.5 hour Zoom session each week (times TBD) (4.5 hours total)
  • 0.45 hour kick off meeting at the start of training
  • ~ 3-4 hours of online work required each week (9-12 hours total)
  • Stipend: $350 (PT & FT Faculty)

Outcomes

Multimodality Training Outcomes:
  1. Cultivate a welcoming environment in your course that encourages learner participation and belonging.
  2. Demonstrate how the content, learning activities, and assessments in your course connect across your course modalities while demonstrating alignment with learning outcomes.
  3. Determine how you will engage students in meaningful interactions and learning activities in the synchronous and asynchronous environments.
Refresher Training Outcomes:
  1. Identify and apply strategies to your online course that will further support active learning, engage students in meaningful interaction, ensure accessibility and equity, and empower students to achieve the learning outcomes.
  2. Review skills and strategies in the utilization of Brightspace and PCC supported tools and applications

How does this Training benefit teaching online, remote and multiple modalities?

Below is a table showing selected content, materials, learning activities, and assignments in the training that benefit each course modality as well as to address the refresher training outcomes.

OL: Fully Online

R: Remote*

MM: Multimodality (online, on campus and/or Remote)

RTO: Refresher Training Outcome

OL R MM RTO I RTO II Training Materials, Content, Learning Activities, Assessments
x x x x Communicating with students (adapted from: What Works Well in Online Teaching: Communicate with Students & RSI.)
x x x x x Course planning/brainstorming activities
x x x x Student engagement in online modalities
x x Student engagement in remote modalities (i.e. Zoom)
x Student engagement in in-person class (on campus) meetings
x x x x x Course mapping activity
x x x x Building community and student belonging (adapted from: What Works Well in Online Teaching: Build Community.)
x x x x Student Collaboration
x x Examples of connecting content between scheduled meetings (zoom or in person) and online D2L shell materials
x x x x Training learning activities using google docs/slides, Hypothes.is, video/audio recording, and discussions in D2L

*Note: Instructors are strongly encouraged to have course materials in a D2L shell that accompanies scheduled meeting times. This training aids in the use of a D2L shell with online scheduled meetings so both modalities link together and feels like one cohesive course

If you are interested, please contact your Dean or FDC. If you have questions about the training, please email Gretchen Gebhardt (gretchen.gebhardt@pcc.edu).For more information about the Multimodality Checklist, please visit the Checklist Background Information page.