Registration Week

January 2 - 9

Registration of participatns, Questionnarie/Needs Assessment, meeting the moderators, introductions, orientation to and exploration of the elements of the Canvas course site, registration for a Canvas course site and sharing the enrollment information,

Moderators: ALL

Learning Outcome: By the end of the week, participants will have registered in the Canvas course, set up their account profile and adjusted settings, including notifications, filled out the Questionnaire/Needs Assessment with information on their background and teaching environment, met the session moderators, introduced themselves on the Canvas site, explored the structural elements of the Canvas course site, registered for their own Canvas site.

1. Participants will complete their Canvas Account Profile.

2. Participants will view the Orientation to the Canvas course site document or video

3. Participants will complete the Questionnaire/Needs Assessment (Google Form) about their background and teaching environment.

4. Participants will "walk through" and explore the structural elements of the Canvas course site.

5. Participants will register for a Canvas Free for Teachers site and share the enrollment information to their Canvas course site with all in a Discussion Forum.

Week 1:

January 10 - 16

Introductions; sharing of previous experience with distance and/or blended teaching; orientation to the site, creation of a Canvas course site

Moderators: ALL

Learning Outcome: By the end of the week, participants will have introduced themselves on the Canvas site and shared their previous experience with distance and/or blended teaching. They will have explored all elements of the Canvas site and posted a summary response. They will have registered for their own Canvas site and started setting it up.

1. Participants will learn about the content of this session and the expected outcomes.

2. Participants will read about best practices in distance and/or blended courses.

3. Participants will share their previous experience with distance and/or blended teaching.

4. Participants will explore all elements of the Canvas site and post a summary response.

5. Participants will register for their own Canvas site and start setting it up.

6. Participants will set up their account profile and adjust settings.

7. Participants will preview their session project: a Canvas Course Module with One Lesson. 

Week 2:

January 17 - 23

Daily/weekly content pages with goals/objectives/learning outcomes

Moderators: Christine Bauer-Ramazani / Christine Sabieh

Learning Outcome: By the end of the week, participants will have created a content page with learning outcomes, which will show understanding of best practices in content delivery in distance and blended courses. Learning outcomes will be tied to particular types of assessments. Outcomes will be modeled. Lists of tools with links will be provided.

1. Participants will create a module in their Canvas course and add several course elements in it.

2. Participants will begin a lesson document (in Word, Google doc, or Canvas page) with a weekly goal and 2-3 learning outcomes as well as several activities, and ways to assess the achievement of objectives.

3. Paricipants will use the discussion forum to share their course module as well as the content/lesson page with learning outcomes and assessments tied to them.

4. Participants will show their understanding of best practices in modalities of content delivery in distance and blended courses.

5. (Optional): Participants will create an assessment tool to measure achievement of learning outcomes. 

Week 3:

January 24 - 30

Spaces and tools for interaction (synchronous & asynchronous)

Moderators: Rose Bard / Sue Annan

Learning Outcome: By the end of the week, participants will have experienced interaction (T>Ss, S>S, S>T) and interactive tools in Canvas. They will have continued expanding the Canvas site with focus on interaction (e.g. discussion forums and other tools).

1. Participants will experience different types of interaction dynamics (T>Ss, S>S, S>T) and Canvas tools that promote interaction.   

2. Participants will expand their Canvas site and content page/lesson with interaction activities and tools.

3. Participants will share their content page/lesson and interaction activities and tools.

Week 4:
January 31 - February 6

Spaces and tools for collaboration (synchronous & asynchronous)

Moderators: Larisa Olesova / Jack Watson

Learning Outcome: By the end of the week, participants will have experienced collaboration and collaboration tools they can use with their learners in their own Canvas site.

1. Participants will experience collaboration and collaboration tools in Canvas.

2. Participants will expand their Canvas site and content page/lesson with collaboration activities and tools.

3. Participants will share their content page/lesson and collaboration activities and tools.

Week 5:

February 7 - 13

Showcase: Project presentations / Session Wrap-up / Session evaluations

Moderators: ALL

Learning Outcome: By the end of the week, participants will have shared their Canvas course site with the content page as well as their interaction and collaboration activities with tools. Feedback regarding best practices will be given.

1. Participants celebrate the journey and accomplishments. 

2. Participants will indicate the two most important take-aways from this session (give examples).

3. Participants will receive peer and instructor feedback/guidance on points to focus on with respect to best practices. 

To join this EVO session:
 

Name (last, first)

Email address

Location 
(country of residence)

Biodata 
 

Photo

Bauer-Ramazani, Christine

cbauerramazani@gmail.com

USA (Vermont)

Christine Bauer-Ramazani, co-founder of the Electronic Village Online (EVO), former CALL-IS Chair, and TESOL Interest Section service award recipient, designed and taught distance and blended courses for Saint Michael’s College and TESOL for over 20 years. She has presented and written about using technology for teaching and learning nationally and internationally.

Christine, Full Professor at Notre Dame University, administers, teaches, and teacher-trains on teaching-learning, assessment and/or technology-partnership. She is a Certified On-Line Instructor/Trainer. Her research interests include Flipped-Learning, Problem-Based-Learning, e-Learning, OER, Learning Theories, Multiple Intelligences, Emotional Intelligence, and Assessment. Active in TESOL and its affiliates, Christine was TESOL CALL-IS Chair 2019-20.

Larisa is an instructional designer and an EFL instructor in Russia. She also teaches for George Mason University in the USA. Her research interests are online teaching and learning, asynchronous instructional strategies, engagement and interaction, non-native speakers of English and Community of Inquiry.  

Rose is an educational designer and EFL teacher with a B.A. in Education and a n MSc in ICT applied in education. She has  collaborated in various initiatives online and been integrating digital technologies in in-person  courses since 2008. She has been running MineAcademy English Club since 2020 remotely by applying TBLT and Project-based learning. Her current research focus is on best practices for  teaching YLs online , especially when implementing immersive ludic environments.