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"While classroom teaching and management strategies are well documented, the online learning environment presents different challenges and benefits. Teaching in an online environment requires a special set of teaching skills since many of the strategies and tactics associated with best teaching practices are somewhat constrained by the primarily text-based environment. The VOCAL approach summarizes the key characteristics that a master instructor utilizes to be effective in an online environment. VOCAL is an acronym for Visible, Organized, Compassionate, Analytical and Leader-by-example. The ability of the teacher to effectively infuse these characteristics into their instructional practice - to BE VOCAL - will promote a supportive, challenging, constructive, rigorous and effective instructional environment. Instructors who practice a VOCAL approach will have more productive learning environments, fewer management problems and more positive learning experiences with their students."

"This page features innovative uses of online collaboration tools (OCTs) for teaching and course management. You can browse the full list or use the search criteria to find the examples most relevant to you. Click on any title for a full description or use the Links to watch short videos of faculty describing their teaching strategies and see examples. For a summary of practical recommendations for effectively implementing OCTs in one's teaching, see CRLT's Occasional Paper No. 31: Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement."

"The benefits to a Wikipedia assignment are extensive. Asking students to interact with the largest reference work in the world creates a unique educational experience: namely, a Wikipedia assignment provides a real-life application of the skills and knowledge students develop in the classroom. Asking students to participate in a Wikipedia project challenges them to examine and refine the ways in which they interact with digital resources. Students must develop their media literacy as they assess the reliability of online sources, their online etiquette as they interact with editors around the globe, and their critical thinking skills as they identify articles that need improvement. When students edit articles, they must produce material that is relavant to Wikipedia and consumed by actual readers beyond their classroom. They are confronted with immediate feedback to their work and must learn how to collaborate with writers around the globe. "

All of the videos from the Introduction to Teaching Online course through the GMCTE.

"Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education. While the state of undergraduate education has evolved to some degree over that time, I think the seven principles still have a place in today's collegiate classroom. Originally written to communicate best practices for face-to-face instruction, the principles translate well to the online classroom and can help to provide guidance for those of us designing courses to be taught online."

Series of videos on clickers, managing TAs, managing teaching along with responsibilities, Q&As including about online courses, diverse students, and feedback (discontent vs. systemic).

"Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students."

"A blended course often reduces face-to-face "seat time" so that students can pursue additional teaching and learning activities online. These ten questions (adapted from the University of Wisconsin's Hybrid Course website ) are a good starting point when thinking about blended course redesign."

This article takes Chickering & Gamson's "Seven Principles for Good Practice in Undergraduate Education" (1987) and applies it to online courses.

"In this course, we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars' use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship. Recent reports indicate that social media are at an early stage of adoption in academia, even though mindful participation in digital spaces is a significant skill for today's academic and knowledge worker. Participants will study scholarly presence online. They will examine how particular tools and practices may enhance the impact and reach of scholarship, and will explore the challenges and tensions associated with emerging forms of scholarship. By gaining an understanding of modern forms of scholarship, participants will be better equipped to use digital technologies and networked practices in their own work. This course will be of immediate relevance to doctoral students, academics, and knowledge workers. Faculty members who teach research methods courses and faculty development professionals may also find this course valuable."

"ION and the Illinois Virtual Campus have taken the lead to develop a quality online course rubric and evaluation system in the state of Illinois. The goal of this project is to help colleges and universities to improve accountability of their online courses."

"Social media may have started out as a fun way to connect with friends, but it has evolved to become a powerful tool for education and business. Sites such as Facebook and Twitter and tools such as Skype are connecting students to learning opportunities in new and exciting ways. Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list."

Great looking resource with a CC-BY-SA license on it. "In this online resource, the model used for course development is a project team-based structure. The framework still can be used by those who have a "lone ranger" approach to the course development process. All of the resources can be used as they are and are in development, based on the feedback received and ongoing research in the field. You can evaluate/modify your courses using the checklists provided in this module. "

This website, maintained by Mick Flanagan at University College London, is the most comprehensive online site gathering information, references, videos, and articles about threshold concepts. It includes overviews about threshold concepts, as well as an alphabetical listing of threshold concepts discussed in the literature across the disciplines.

Open online course from the GMCTE aimed at novices interested in learning technologies.

The is a quick online tool to determine the "readability" of your written content. You simply paste in some text and it gives you an indication of how many years of formal education would be needed to be able to understand the reading. This tool is helpful when designing your course content. For example, if you paste in text for a first year course and get a reading level of 16 years of education on the Gunning Fog index; then you should try to state your content more simply. You don't need to "dumb down" the content, but rather re-state it.

Useful webpages providing verbs "question cues" and sample questions related to Bloom's Taxonomy