Red Deer College strives to create a high-quality flexible learning environment guided by an evidence-based framework. To maximize expertise in the creation of quality online and blended courses, our approach involves pairing faculty with a team that includes a:
- Learning Designer
- Educational Multimedia Specialist
- School Librarian
- Flexible Learning Support Specialist
The following graphic illustrates our approach:
The creation of quality online and blended courses is guided by pedagogical and technical practices. These practices form the foundation for our RDC Competencies, which are the skills and knowledge that enable instructors to be successful in digital environments.
- Instructor Presence
The instructor creates an engaging and welcoming online learning environment. Instructor presence promotes and encourages a safe, inviting and mutually respectful learning environment.
- Engagement & Interaction
The instructor fosters interaction and collaboration. Engagement and interaction is maximized when instructors use active learning activities that provide students with opportunities to interact with their peers, instructor and course content.
- Course Design (Backwards Design)
The instructor ensures alignment between online learning activities, assessments, and course learning outcomes.
- Online Course Design (Template)
The instructor ensures course content is organized in a consistent and logical manner, and can adjust the course design to meet the needs of learners.
- Tools & Technology
The instructor utilizes educational tools and technology effectively in the online learning environment.
The following graphic illustrates how our RDC Competencies align with our pedagogical and technical practices.
Farmer, H. M., & Ramsdale, J. (2016). Teaching competencies for the online environment. Canadian Journal of Learning and Technology, 42(3). Retrieved from http://dx.doi.org/10.21432/T2V32J
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205. doi:10.24059/olj.v23il.1329 Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1329/807