Through this program you will explore different types of technology, such as asynchronous and synchronous technologies, social media, websites, apps, videos, e-modules, through the lens of your own education context. You will incorporate instructional design and online professionalism considerations such as privacy and copyright and develop a comfort level in using educational technologies.

By the end of this program, you will learn how to incorporate effective teaching strategies into your technology enhanced teaching and consider how issues such as privacy, and copyright factor into your teaching online. You will also create your own content such as a website, infographic, video or zoom presentation on educational technology.

Program Dates

The program will run from October 18, 2022 until March 28, 2023. Sessions will be held from 4-6pm (ET).

The program dates are as follows:

  • October 18
    Course Overview and Introductions
    This week will provide you with an introduction to the course (including syllabus, orientation, and assignments), your instructors and your peers.
  • October 25
    Tech Enhanced Learning 101
    This week will provide an overview of the evidence for eLearning, advantages/disadvantages, tools, and models to consider in online learning.
  • November 1
    Synchronous Learning 101
    This week will cover synchronous learning evidence, considerations, tools, and techniques, applicable to Zoom as well as other synchronous software.
  • November 8
    Synchronous Learning 102
    In this session, participants will teach a mini session in Zoom, incorporating the principles learned the week before, with opportunities for feedback and reflection.
  • November 15
    Social & Collaborative Learning
    This week will introduce collaborative software that promotes social learning (which may include Gathertown, Nearpod and Miro), as well as group discussion on the theory, considerations, and importance of social learning in technology enhanced contexts.
  • November 22
    Group Project Introduction
    This week will use social learning techniques and concepts to create group learning assignments and topics. Over the following weeks, participants will work in groups to create and present a short interactive presentation on an educational technology tool or concept.
  • November 29
    Website Design
    This week we discuss why and when to build a website and review website design basics. You will have a chance to practice applying basic website design principles by building or fixing a website using a website builder such as Wix, Weebly, or Google Sites.
  • December 6
    Instructional Design
    This week you will complete an eModule regarding the foundations of instructional design. You will participate in asynchronous discussions reflecting and sharing ideas on how instruction can be designed for learning gaps in your current practice, workplace, or any applicable situation.
  • December 13
    Learning Goals and eModules
    This week will continue on the theme of instructional design where you will complete an eModule and asynchronous discussions on writing learning goals. We will also discuss several key eModule development considerations such as scope, budget, LMS’, and software.
  • January 10
    Mid Term Check-in and Group Work
    This week will allow time for course reflection, group work and questions/feedback around group project presentations due the following week.
  • January 17
    Group Presentations
    Participants will present their group presentations on an educational technology tool or concept using various technology enhanced methods and educational principles, learning from each other, and receiving feedback.
  • January 24
    Digital Professionalism and Copyright
    This week we discuss the concept of digital professionalism through case studies. You will also review key considerations as they pertain to copyright, fair use, and sharing your own work.
  • January 31
    Video and Audio Recordings
    This week, participants will review the evidence, software, advantages/disadvantages, hardware and logistics to audio and video recordings.
  • February 7
    In this session, we will dissect what makes a ‘good’ infographic for educational purposes. You will practice analyzing and/or improving an infographic using the principals of Cognitive Load and Multimedia Learning.
  • February 14
    Social Media – for Healthcare Educators
    This session will review social media tools such as twitter to assist with advocacy, research dissemination, networking, and collaboration, balanced with the disadvantages and pitfalls of social media use. Participants will have the opportunity to tweet in real time during the session.
  • February 21
    Social Media – for Patient and Caregivers
    This session will review tools such as YouTube, TikTok and Instagram, showcasing how different guest speakers are leveraging these tools to promote patient and family healthcare and education.
  • February 28
    UDL and Accessibility
    In this session, we will review Universal Design for Learning. You will reflect and share examples of how key concepts can be applied in your teaching. You will review some key accessibility considerations when designing content for online consumption.
  • March 7
    “Ask me anything” – Check-in / Feedback on Individual Projects (Optional Attendance)
    This session will provide participants with time to work on their final projects independently or attend class to participate in 1:1 feedback or “ask me anything” educational technology questions not covered in the course to date.

  • March 21
    Participants will present their final individual projects to the class (video, infographic, or website creation), learning from each other and discussing the celebrations and challenges experienced during the process.
  • March 28
    Guest Speakers & Final Class
    In this class, the top two individual projects will be celebrated and presented to the entire class. Guest speakers will present emerging “hot topics” and innovations in educational technology.

The program will include both synchronous virtual in-class/group work/office hours as well as asynchronous (outside of class hours) homework between classes.

Note: This program will be held entirely online.