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    In this course, you will find the following information and resources for teaching online at Chatham. Please read over the information below and contact with questions.

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      Step I. Getting Started

      Make An Appointment With Your Instructional Support Specialist

      Once you've signed a contract, you will be assigned an Instructional Support Specialist. If you are teaching a CCPS course, contact Instructional Support Specialist, Joe Cummings at or 412.365.1858. If you are teaching an online course for CCW or CGS, contact

      Before your meeting, be prepared to discuss the following:

      • What major topics does your course cover and what are the learning outcomes? What are your "essential questions” of the course?
      • What questions or concerns do you have about teaching in the online environment?
      • What Moodle features do you already use?
      • What other technology tools do you use in your current classes?
      • How do you want to communicate with your students?
      • How do you currently deliver content?
      • How will you evaluate students in the course?
      • How will you build community in an online course?

      Continue to Section II to learn more about the course development timeline.

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        Step II. Plan Your Course Development Timeline

        Make A Plan With Your Instructional Support Specialist For The Course Development

        Subject Matter Expert should plan on 6 months to adequately prepare for an online course. Subject Matter Experts will develop a plan with their Instructional Support Specialist regarding meetings and deliverables. Review the development timeline below for all of the details. 

        Continue to Section III to learn more about the best practices for teaching online.

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          Step III: Learn about Best Practices for Teaching Online

          Quality Matters

          Chatham is a member of Quality Matters (QM),
          is a faculty-centered, peer review process that is designed to certify the quality of online courses and online components. There are three primary components in the Quality Matters Program: The QM Rubric, the Peer Review Process and QM Professional Development. While only a few online courses will go through the official QM certification process, the Chatham online template is based on the Quality Matters best practices and research. For more information about the QM Research, visit the QM Research Library, which is searchable by each standard.

          Reach Out To A Colleague Who Has Taught Online

          Check with your program director, department chair, or CCPS to see if they can give you a recommendation of someone else in the program who has successfully taught online. You can also contact for recommendations and best practices. 

          from EDUCAUSE on Vimeo.

          For additional information about online learning, consult the following resources: 

          Continue to Section IV. to learn more about lesson design.

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            Step IV: Learn about the Lesson Design

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            Step V. Become a Proficient Moodle User

            Complete The Mandatory New Online Faculty Moodle Course

            All online faculty are asked to complete the New Online Faculty Moodle course. This course will take approximately 3.25 hours to complete and will result in a certificate that is emailed to your program directors upon completion. In the course, you will learn:

            • Moodle Basics
            • Backward Instructional Design for Planning
            • Chatham Syllabus Template
            • Online Lesson Design
            • Best Practices for Teaching Online
            • Moodle Resources
            • Moodle Activities
            • Gradebook

            There are also a lot of online resources to help you get started:

            Continue to Section VI. to learn more about equivalent instructional activities.

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              Step VI. EIA: Equivalent Instructional Activities

              Familiarize Yourself With Equivalent Instructional Activities or EIAs

              The Pennsylvania Department of Education (PDE) has mandated that the academic content of every online class be the equivalent of the academic content of the same class when it is taught on the ground.  Equivalence is determined by assessing the Equivalent Instructional Activities (EIAs) in every online course.  Specifically, an online class must have the equivalent number of in-class activities that one would ordinarily find in the course when taught in the classroom.  The PDE requires that for every 3 credit online course that there be 42 hours of EIAs.  Another way of saying this is, activities that are ordinarily conducted in the classroom (lectures, discussions, group projects, presentations, etc.) may also be conducted in the online class; these are the EIAs.  Activities that are ordinarily assigned as homework (i.e., done outside the classroom like readings, research, etc.) are not EIAs.

              What are some EIA examples?

              • PowerPoint Presentation
              • Panopto Lecture
              • Videos and podcasts related to course topic
              • VoiceThread
              • WizIQ
              • PBWorks
              • Group Projects
              • Student Presentations
              • Moodle Forums/Discussions
              • Moodle Chat

              The equivalent content should not be:

              • homework assignments
              • 'time spent' or the time a student spends accomplishing a readings or homework

              Please visit the resource-rich EIAs site on Moodle. This EIA site and will give you access to information about what EIAs are, why they are important, how they are calculated, examples, and copies of the EIAs Worksheet/Log. In addition, there are links to technical resources, recommended software, and training materials such as Moodle Docs and Atomic Learning videos.

              For additional information, please contact the

              Continue to Section VII. to learn more about other Instructional Technology Tools

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                Step VII. Learn About Other Instructional Technology Tools

                Familiarize Yourself With The Other Instructional Technology Tools for Teaching

                • Panopto is Chatham's lecture capture and blended learning software. It is cross-platform and installed on Chatham issued laptops. It is also available on the Macs in the JKM Library 24-hour lab. To request an account, please fill out a Web Helpdesk ticket.
                • Poll Everywhere is an audience response system that uses mobile phones, twitter, and the web. Standard accounts are free, however Chatham has a site license, which allows users an unlimited number of classes, grading and reporting options, response moderation and more. For account requests, please contact the Helpdesk.
                • PBworks is wiki or online collaboration space. Like Poll Everywhere, standard accounts are free, however Chatham also has license, which gives users customization options, page level security and more. For accounts requests, please contact the Helpdesk.
                • Turnitin is not only a plagiarism prevention tool, it now supports online grading and peer revision assignments. It is integrated with the assignment functionality in Moodle so users don't need an additional account.

                • WizIQ is a web-based collaborative environment for communicating synchronously using audio, video, text chat, interactive whiteboard and content sharing. 

                Continue to Section VIII. to learn more about the final review process for course development.

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                  Step VIII. Checklist and CORE Evaluation

                  Review The Subject Matter Expert Course Checklist and Final CORE Review

                  After the course development has been completed, the Subject Matter Expert (SME) should complete the SME checklist to be sure all of the components of the course are complete. When the course is ready for review, the SME should contact the Instructional Support Specialist who will complete the CORE rubric (listed below) and provide course feedback. The course then goes through an academic content review by the department chair for academic rigor. The steps below outline the process.

                  1. SME completes the course and SME Course Checklist.

                  2. Instructional Support Specialist reviews the course using the CORE rubric.

                  3. Feedback is provided to the SME. SME implements feedback.

                  4. Instructional Support Specialist submits CORE rubric to CCPS.

                  5. CCPS contacts Program Director or Chair for an academic content, alignment and rigor review.

                  6. Feedback is provided to SME. SME implements feedback.

                  7. All materials are submitted to CCPS and SME is paid.