Introduction to Distributed Learning
This course is designed to provide educators (Teacher Candidates, In-service Teachers, Faculty members and trainers) with an introduction to the skills required to teach in a distributed learning environment. Participants will explore the realm of distributed learning through: discussion about learning theory and pedagogy in online environments; consideration and application of techno-logical tools to enhance the learning environment; and examination and design of assessment strategies.
A Bachelor of Education, a bachelor's degree in another discipline with teaching qualifications or experience, or permission from the School of Education's Academic Director or designate.
After successfully completing this course, students will be able to:
- Interpret learning theory and pedagogy as it has been applied to digital learning.
- Explain the connection between instructional design, learning theory and course/activity structure.
- Using traditional and indigenous lenses, apply learning theory, instructional approaches and pedagogical content knowledge congruently to design learning in a digital learning environment.
- Select technology to enhance specific objectives for learning in digital learning environments.
- Apply principles of design thinking and instructional design.
- Design a learning activity or unit that integrates technology and pedagogy.
- Apply appropriate strategies for assessing learning in a digital learning environment that are congruent with pedagogical content knowledge, learning theory, activity/course design and indigenous learners.
- Situate design choices within existing educational theory
- Background to Educational Design
- Finding and Selecting Web-Based Educational Technology
- Designing Instruction that Incorporates Technology
- Designing Assessment
Required Text and Materials
The textbooks below are offered for free online at the BCcampus website.
- Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and
learning. Vancouver, BC: Tony Bates Associates. Retrieved from:
- Antoine, A., Mason, R., Mason, R., Palahicky, S., & Rodriguez de France, C. (2018). Pulling together: A guide for curriculum developers. Pulling together: A guide for Indigenization of post-secondary institutions. A professional learning series. Retrieved from: https://opentextbc.ca/indigenizationcurriculumdevelopers/
Computer with internet access required.
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is through the Learning Environment's "Mail" tool or by phone. Students will receive the necessary contact information at the start of the course.
To successfully complete this course, you must achieve a passing grade of 70% or higher in the course overall.
|Blog Posts and Discussion||20%|
|Assignment 1: Philosophy of Teaching||15%|
|Assignment 2A: Draft Lesson Plan||15%|
|Assignment 2B: Peer Feedback on Lesson Plan||10%|
|Final Project: Complete Lesson Plan and Analysis*||40%|
In accordance with TRU’s Grading Policy ED 3-5, a student in a Graduate program who receives a B- or lower in two or more courses will be required to withdraw regardless of their grade point average unless the program recommends otherwise. Individual programs may require a higher minimum passing grade.