In the last few years we experienced an increase of faculty that needed to be trained for teaching using online elements in the following modalities; online, blended, hybrid, and hyflex. We found it easier to offer the training in-house so we could make sure the college requirements and course design elements were addressed in the training along with the standards required by Middle States, OSCQR, and accessibility, diversity, equity, and inclusion (ADEI) principles. Each six-week training cohort consists of three or more new faculty members, supplemented by the inclusion of an experienced faculty member within the group. This approach offers a dual benefit: it offers a refresher for those who underwent training years prior, while also enriching the weekly discussions with a deeper level of insight. The seasoned faculty members have conveyed that they not only derive value from the experience but also gain fresh perspectives and innovative ideas introduced by their newer colleagues.
The OLC Faculty playbook outlines instructional strategies at three levels: design, enhance, and optimize. This allows faculty to participate regardless of what level of online teaching experience they have. It can help faculty design courses for the first time, enhance their materials, or serve as a course refresh for faculty who have been teaching online for multiple years, they can refresh following the optimize course design examples.
In addition to the scheduled 6-week training that is offered, we also use this course as a self-paced option. We often found that faculty were hired close to the semester start date so the course and recordings could be used to train and provide new online faculty with the requirements set by the college to make sure a quality course is created even with short notice. Along with the course we have created course templates and syllabi to match the different modalities. Each faculty member is given a practice course with a template to start building the new course. This covers two needs, first, it helps provide materials so they are not starting from scratch and this also gives continuity to the course structure so that the layout will be familiar to students when moving from one course to another. We also offer this template to face-to-face instructors.
These are a list of our modules learning outcomes:
Module 1: Getting Started: Design-Enhance-Optimize & Digital Pedagogy
• Provide students key information to successfully start your course(s)
• Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty
• Identify Quality and Compliance Standards Set forth by OSCQR
• Discuss concerns about teaching online, blended, hybrid, and hyflex courses and provide key takeaways from module
Module2: Universal Course Design: Designing for Equity, Inclusion, and Accessibility
• Provide Student Materials with Equity, Inclusion, and Accessibility in Mind
• Identify Compliance Standards Set Forth by OSCQR
• Learn Steps to Create Inclusive and Accessible Materials
• Discuss concerns and key takeaways of Equity, Inclusion, and Accessibility
• Create an accessible course syllabus
Module 3: Course Design: Instructional Design Principles and Strategies
• View Courses for Observation
• Design a Course Map Using Backwards Design and Community of Inquiry Standards
• Discuss instructional design principles and strategies
Module 4: Course Components: Courseware, Digital Learning Tools, Course Materials
• Explore and discuss content available for your course including, LLC, OER, Videos, Publisher Content, and other Web resources
• Provide students getting started instructions to create an environment that sets the stage for being successful
• Create an accessible course schedule and add it to your Course Information Module
• Update/Create the Ice Breaker Module
• Create a folder structure with a name/title for each module in your course
• Reflection Discussion: Selecting course materials
Module 5: Interaction, Engagement & Assessment
• Comply with the Middle States Substantive Interaction Requirements
• Create course content to meet OSCQR Quality Standards for Content & Activities and Interaction
• Create Active Learning Course Activities
• Discuss and share ideas for meeting Quality and Compliance Standards as they relate to substantive interaction
Module 6: Humanizing| Establishing Teaching Presence| Course Management
• Setting Expectations
• Establish a Teaching Presence in your courses
• Effectively Manage Online, Hybrid, or Blended Courses
• Self-assessment: Course-Level- OSCQR Scorecard & OLC QCTIP "Quality Course Teaching & Instructional Practice" Faculty Engagement
• Discuss and share ideas for improving teaching presence and course management.

The course is also used for pedagogy related resources for all college faculty and adjuncts. Using a Brightspace Intelligent Agent all of those that are loaded in our organization with an NIA-Instructor roll are automatically enrolled in the course. This allows us to use it as a forum for communication for faculty allowing us to email and post announcements that will be distributed.

Here is a video to show you the ODL course https://youtu.be/Wt4R9n6yTT4
NCCC – Online Teaching Academy Course: Optimizing Digital Learning (website) - https://nccconlinelearning.com/faculty-guidelines-for-teaching-online-or-hybrid-at-nccc/online-teaching-academy-course-n2ol/

Course Development (website) - https://nccconlinelearning.com/faculty-guidelines-for-teaching-online-or-hybrid-at-nccc/
Optimizing High-Quality Digital Learning Experiences: Playbook for Faculty - https://www.everylearnereverywhere.org/wp-content/uploads/ele_facultyplaybook_2021_v3a_gc.pdf
Caring For Students Playbook - https://www.everylearnereverywhere.org/resources/caring-for-students-playbook/
8 Elements of Humanizing Your Online Course - https://brocansky.com/humanizing/infographic2

Optimizing Digital Learning Course Mod 6 Feedback Survey – This survey question is optional and available at the end or the 6-week course. Link to the last years responses. https://docs.google.com/document/d/1E6s8qvZNcO2lqmk0B34MQLxrHUuBDVntDdCXnhtjYRQ/edit?usp=sharing