Participant Quotes

Registration Open for Special Educational Innovation Opportunity:

If you are designing or redesigning a fully online course that you plan to teach in the next year or two, consider participating in a free year-long learning community to explore and implement research-based online course design and teaching best practices.

Starting fall 2015 and ending spring 2016, participants will collaborate with UW-Madison faculty, instructional staff, instructional designers, and learning technologists through online and face-to-face sessions focused on designing and teaching fully online courses.

Apply: To ensure consideration, please apply online by June 30, 2015. All who 
apply will be notified of acceptance into the learning community along with participation details by August 2015.  Stipends ($2,500 for the academic year - two workshops/full learning community or $1,250 for one-semester workshop) based on participation provided.

Please Note: This program is only open to UW-Madison faculty and instructional staff who will be teaching fully online courses.  Participants will be selected based on impact to UW-Madison and the goals of the instructor to develop a quality online course.

Apply Here

Online Course Design and Teaching
Faculty Learning Community

TeachOnline@UW is a faculty learning community to share strategies and best practices
to design and teach quality online courses. This program is funded by an Educational Innovation grant and developed and facilitated by a volunteer, cross-campus committee
of instructional staff, including instructional designers and consultants. 
This program was formed to better prepare instructors for the online course development and teaching process.

Goals of the Learning Community

Throughout the learning community, participants complete online units and activities, collaborate online, and then meet face-to-face to share best practices.

The goals of the learning community are to:

  • Provide an authentic online learning experience for faculty and instructional staff to experience pedagogical and technological best practices.
  • Prepare faculty to meet the challenges of designing and teaching quality online courses. 
  • Bring together faculty and instructional staff from across campus to share ideas, experiences, successes, and challenges about teaching online.

Workshops Provide Active Learning Opportunities

Participants will gain experience as an online student and share ideas and best practices as a learning community to explore more in-depth course design and teaching strategies for managing and facilitating online courses. The learning community is organized into two semester-long programs:

Fall 2015 Plan & Design Series

Topics: Online Course Design, Learning Objectives & Alignment, Assessment & Measurement, Instructional Materials, and Course Activities and Learner Interaction.

Spring 2016 Facilitation Series

Topics: Online Instructor Roles, Supporting eLearners, Communication & Participation, Online Discussions, and Course Management Strategies.

Each workshop includes independent and collaborative activities and is designed so instructors work on their own course as part of the learning. For example, participants identify enduring ideas and build a course design map to help structure their own course design. Participants also complete a journal to reflect on online teaching practices to help structure plans for facilitating their online course. 

Read more about topics, timelines, and participation and time requirements.

Program Sponsors

The TeachOnline@UW Learning Community is funded by Educational Innovation and developed and facilitated by a cross-campus committee with a mission to provide faculty and instructional staff with support to develop and teach online courses. Committee members include instructional staff from the College of Engineering, the Division of Continuing Studies, the Division of Information Technology Academic Technology, L&S Learning Support Services, and UW-Madison Libraries.

For more information or questions, please e-mail Karen Skibba.