This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Download the supporting PDF file for this episode http://bit.ly/9Ml13Z from the Learning to Teach Online project website.

This Learning to Teach Online case study aims to demonstrate how the effective use of simple 'just in time' style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in conjunction with traditional teaching approaches. Stephanie Eckoldt and Dominic Alder from the University of Bristol examine the reasons why they adopted an online supported teaching approach, and discuss key considerations in the planning and use of online tutorials. It is hoped that teachers in a wide range of different disciplines will be able to relate how the use of online tutorials would be of benefit to their own students' learning. Any teachers or students studying medicine and surgery are freely able to access and use the Hippocrates online tutorials.

Download the supporting PDF file for this episode http://bit.ly/aL55Yj from the Learning to Teach Online project website.

In this Learning to Teach Online http://bit.ly/d18ac5 episode we look at two different types of online learning environments: a centralised Learning Management System (LMS), and free open access social media (such as Twitter, YouTube, Facebook, etc). We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.

Download the supporting PDF file for this episode http://bit.ly/cnzReG from the Learning to Teach Online project website.

Online classes are not bound by scheduled class times, and it can be very easy to spend too much time teaching and managing your students in this environment. This Learning to Teach Online http://bit.ly/d18ac5 episode highlights some important issues regarding managing your teaching time online. It examines some of the benefits and potential pitfalls of online teaching related to time, and offers some practical tips and suggestions on how teachers can make their online teaching more effective and productive.

Download the supporting PDF file for this episode http://bit.ly/gFPzbN from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.

It is strongly recommended that teachers who are considering planning an online class also watch other Learning to Teach Online episodes and case studies for more in-depth information about the concepts discussed in this episode.

This Technical Glossary video introduces the basic operation of the free audio editing software Audacity. Learn how to record, edit and export audio for audio podcasts as lectures or feedback for students. Please also see the related case studies watch the related case studies called Using audio feedback http://bit.ly/bobJOD and Increasing student engagement using podcasts http://bit.ly/fEveZU.

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RoadtripNation.org brings resources, insights, and inspiration from the road to middle school, high school and college students across the country. RoadtripNation.org develops curriculum and resources for students to gain access and exposure to life pathways that they may have otherwise not known existed. In this video, Michael from the WIN Center interviews with Dr. Raul Ruiz, a physician.

RoadtripNation.org brings resources, insights, and inspiration from the road to middle school, high school and college students across the country. RoadtripNation.org develops curriculum and resources for students to gain access and exposure to life pathways that they may have otherwise not known existed. In this student video, Hillary from Empower Youth interviews Larry Tuff, public relations

RoadtripNation.org brings resources, insights, and inspiration from the road to middle school, high school and college students across the country. RoadtripNation.org develops curriculum and resources for students to gain access and exposure to life pathways that they may have otherwise not known existed. In this student video, Amanda Guerra from Planet youth interviews Carla Williams, owner of Ann's Classic Affairs.

Download the supporting PDF file for this episode http://bit.ly/bH53dD from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate YouTube and Flickr into their blogs, maximising the potential of both social media and a learning management system.

While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.

Download the supporting PDF file for this episode http://bit.ly/989e9Y from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study aims to give you a basic understanding of the website http://flickr.com, by explaining how Lynette Zeeng from Swinburne University of Technology used it to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting, organising and giving feedback on images, and the impact on student learning. Key issues surrounding pedagogic planning and teaching with Flickr that were encountered in this context of the case study will also be examined, highlighting the benefits and potential issues of adopting this approach.

Download the supporting PDF file for this episode http://bit.ly/bobJOD from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online http://online.cofa.unsw.edu.au, at The University of New South Wales discusses how he uses audio feedback effectively in COFA's trans-national fully online Master of Cross-Disciplinary Art and Design program http://bit.ly/5oNGn1. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.

The Learning to Teach Online project is a free professional development resource designed by COFA Online at the University of New South Wales, in association with the Australian Learning and Teaching Council (ALTC) to help teachers from any discipline, whether experienced in online teaching or not, gain a working understanding of successful online teaching pedagogies that they can apply in their own unique teaching situations. This episode gives an overview of the aims of the project, and describes how teachers can get the most out of Learning to Teach Online.

Download the supporting PDF file for this episode http://bit.ly/cKqHwc from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 episode provides a brief overview of how our increasingly digitally networked world is changing the way we communicate and learn. It examines the benefits and challenges of online teaching, and how higher education is responding and adapting to these changes. We hope to paint a broad picture of the shifting educational landscape and to contextualise the need for the Learning to Teach Online project to help individual teachers play their own part in this.