Online Instructor Development: A COOL story
Bibliographic record
Abstract
This paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition of prior learning and immersing participants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold of preconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens of the program facilitators and learners from the first cohort, and share our collective learning and reflections from this process.
 
 Nous nous penchons ici sur l’élaboration d’un programme de certificat gratuit, souple et basé sur des ressources éducationnelles ouvertes. Offert en ligne, ce programme est conçu pour aider les professeurs à faire la transition vers l’enseignement en ligne et vers des méthodes d’enseignement non traditionnelles. Il existe de nombreuses manières de satisfaire aux exigences du programme, y compris la reconnaissance de l’apprentissage et de l’immersion dans un environnement d’apprentissage en ligne. Dans notre article, nous faisons état des difficultés auxquelles les apprenants ont été confrontés lors de leur participation au programme. Nous montrons comment, en surmontant ces obstacles, ils se sont approprié des approches constructivistes et connectées, lesquelles leur ont permis d’établir des connexions et de déconstruire certains mythes et préjugés au bénéfice des futurs apprenants en ligne, tout en les aidant à façonner leur pratique au moyen de théories de l’apprentissage et de pratiques fondées sur des données probantes. Notre étude examine la conception initiale du programme à partir du point de vue des animateurs et des apprenants de la première cohorte. Nous présentons également les réflexions et les leçons que nous avons tirées, collectivement, de cette expérience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".