Online Teacher Certification

Course Description:

New course starts on May 12-June 23, 2017

registernow Registration coming soon.

This six week online course is designed to provide participants with the experience of being an online student while introducing them to the pedagogical and technical issues of online teaching. While participants may want to adapt their teaching materials and methods to a completely online delivery, this course is also suitable for those wishing to move only parts of their courses online (e.g. hybrid). Course instruction is based on the quality principles/standards identified in the MCCVLC Online Course Development Guidelines/Rubric and focuses on four main areas:

  • Orientation to online teaching and learning;
  • Designing an online course;
  • Constructing an online course and
  • Managing and supporting an online course.

Participants will follow a design process that will help them plan their online instruction for maximum effectiveness. While participants will master the basic tools for Blackboard® or Moodle, the course focuses on online teaching and can be completed regardless of what course/learning management system your institution uses.

Course Competencies:

Successful participants will be able to set up the design for a general course framework, including an organizational scheme (using BlackBoard or Moodle learning management system) and course management policies.

In order to accomplish this overall goal, students will work at first on a specific module in their course (this “module” could be a unit, a lesson, a week). Participants will:

  • Articulate outcomes (competencies) that provide a foundation for design and focus for the learner
  • Set up instructional consistency, matching outcomes, content, practice/feedback, and assessments
  • Plan effective management of course materials, assignments, and interactions
  • Develop effective online organization of course, including clear directions and policies for students
  • Effectively use the Blackboard or Moodle course management system to develop their course.

Text Needed:

Elbaum, B., McIntyre, C., & Smith, A. (2002) Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing. You can order this online at Atwood Publishing. Direct link is:


Several different facilitators may be conducting this course. Each facilitator is an experienced online instructor and will be able to help students find the resources and answers they need. For specific information on the facilitator for this session, see Staff Information.

Course Timeline:

This is a six week course. Upon successful completion, student will be issued an ETOM/MCCVLC Certificate of Completion.

PLEASE NOTE: There will be activities and exercises to accomplish each week. This is NOT a self-paced course, so students need to commit time each week. Because we all have some experience and perspective that is worthwhile as we learn to adapt our materials and methods, a primary instructional technique is collegial discussion and feedback from peers. Thus, it is critical that each student is able to block out enough time to work on this each week and contribute to the success of others as well as themselves. We estimate that it will require 10-12 hours each week during the course. If this time requirement is not feasible, we suggest that students consider taking the course at a different time.


This course assumes that each student has a course to work on. Students are expected to complete a sample module during the course; moreover, they are expected to share the development of this module and the final product with others. If a student is not currently in a position where they are teaching a course, there are some other options:

find someone who is interested, and partner with them to use their materials to work on this course (this person does not have to be in the same field) use materials from a course previously done, or hope to do in the future come up with another solution to providing input and check this with the facilitator.

This course is not designed for those who simply wish to look on. There is a lot of good material available for those who simply want to know more about online teaching without actual participation in a course. If this is the case for you, please ask your Facilitator for some recommendations.

Weekly Outline:

Module 1:

In this module we’ll get started with our study of online teaching/learning and how to adapt our courses for online delivery. In this week, students will compare online and classroom teaching; see how they can use the skills they already have to adapt their course; learn the basic organization of the Blackboard course and how to use the navigation tools, discussion boards and submit documents; and complete their first Design Exercise ready to begin working on their module.

Module 2:

This week we’ll use what has been done so far as we continue our journey. We’ll use more tools and techniques to help us design our course. In this week, students will review some sample courses and evaluate their design and draft a design for their own module.

Module 3:

In this week, students will begin drafting the materials that were outlined in Weeks 1 and 2. We will look at a variety of activities that can be used online, and make decisions about what is useful. Students will also learn the tools in Blackboard that are used to help build content.

Module 4:

Now things get really exciting! This week students will post their materials in their very own course shell. We are also going to plan an overall organizational scheme for each course using Blackboard or Moodle tools, and examine the adaptations we must make when giving instructions online.

Module 5:

In this week, each student will start to put together the management pieces needed for a good online course, including, develop a welcome announcement and sample orientation for the course. Students will learn the techniques for managing users in their Blackboard course. Then students will collaborate to review and evaluate each other’s courses. Everyone will get valuable feedback that can be use to refine their course, as well as contribute to other colleagues’ success in their courses.

Module 6:

The final week! In this wrap-up week, we’ll put together management tips and techniques. Students will learn to estimate time for themselves and their students, and develop an overall management plan for their course. We’ll also look ahead to future challenges and additional Blackboard tools and resources available to meet them.


To provide each student with a complete online experience, we will be assigning points/grades to activities completed in the course. Students who successfully complete this course will receive an ETOM/MCCVLC Certificate of Completion. In order to receive that certificate, students must have achieved at least 80% of the points in the course.

Points are awarded for all activities in the course:

  • Participation (discussion board contributions, reviews and feedback to peers, etc.)
  • Learning Activities, e.g.:
    • Quizzes
    • Course reviews
    • Web exercises
  • Course Design Activities
    • Outcomes Exercise
    • Critical Elements Worksheet
    • Draft Module Materials
    • Organizational plan, policies
    • Course Orientation plan
    • Peer Review
    • Management plan, policies
    • Student Agenda & Instructor Time Exercise

Self-Assessments: Each week students will take a few minutes to complete a self-assessment of the week’s activities. This helps us pinpoint any trouble spots where we can provide some assistance, or where extra resources may be needed. It also provides valuable experience in being a reflective practitioner. We will use the self-assessments when posting points; however we will also use our own discretion in awarding points, and if the assessment varies, we will discuss it with each student.

Attendance & Participation:

We believe that regular attendance and participation is essential for learning. Each participant is expected to attend the course each week. Attendance is measured by each student’s presence in the discussion board, as well as the submission of assessments or other assigned homework. Attendance is not the same as participation. Simply logging on does not contribute to the class. Participants may be dropped if they are absent the first week or if they miss more than a week.