About this course

Based on the National Gallery of Art’s popular Art Around the Corner professional development program for teachers in Washington, D.C., this five-unit online course provides everything you need to begin creating a culture of critical thinking and collaboration for any classroom, subject, or level. You do not need an art background or museum access to successfully integrate the course materials into your teaching. Your willingness to experiment with new teaching practices is all that is required.

The strategies presented in this course are adapted from Artful Thinking pedagogy, developed by Project Zero at the Harvard Graduate School of Education. You will explore three thinking dispositions, using eight thinking routines that are easy to understand and implement with STEAM curricular content.

  • Starting with the disposition of observing and describing , you will learn how to guide your students in slowing down, using their senses, and communicating impressions of what they see in a work of art…and in other things.
  • Next, the routines used in the disposition of reasoning with evidence ask students to make hypotheses about the art and support their arguments with observations.
  • Finally, the questioning and investigating disposition challenges students to hone their natural curiosity by expressing their wonderings and formulating open-ended questions.

Throughout, you will discover the power of art to develop your students’ inclination, motivation, and ability to think deeply.

When you enroll, all the resources you need for your classroom to strengthen critical thinking by using art will be immediately available. We recommend spending a few hours learning and practicing each section before progressing to the next.

The online course environment features over 20 videos and interactive tools:

  • a zoom tool to examine works of art at full resolution
  • polls to compare your thoughts with those of other participants
  • discussion boards where teachers around the world share ideas, plans, and results
  • authentic lesson demonstration videos that model routines led by real classroom and museum educators with students of varying ages, with corresponding downloadable lesson plans
  • interview videos on topics like using thinking routines with emerging language learners and making accommodations for all learners

Participating with a global network of educators who, just like you, want to hone their abilities to teach critical thinking skills and explore arts integration will be an added bonus to your course experience.

What you’ll learn

  • How to use Artful Thinking Routines to strengthen thinking.
  • How to facilitate meaningful conversations in your classroom using art for artful learning and artful teaching.
  • How to help learners of all levels develop more discerning descriptions, evidence-based reasoning, and meaningful questioning habits.
  • Key strategies for using content information to push original thinking deeper.
  • Exciting, immersive activities for any type of classroom.
  • How to use online teaching resources from the National Gallery of Art, including downloadable Artful Thinking lesson plans

Meet your instructor

Julie Carmean

About Me

As a Museum Educator and Coordinator of Professional Development for Art Around the Corner partnership programs at the National Gallery of Art, Julie plans and facilitates professional development for classroom teachers and museum educators on-site and online, teaches in the galleries and studio, and writes curriculum and educational resources. Formerly, she taught elementary students in Title I and Arts Integration schools using Artful Thinking routines, designed and instructed graduate-level education courses, and coached online courses. Julie holds a bachelor’s degree in Elementary Education and received her master’s degree in Arts in Education from the Harvard Graduate School of Education. She believes that making the arts accessible to all students contributes to each one reaching his or her highest potential.

About this course

Whether you’re new to teaching online or are looking for new teaching strategies to implement in your online class, our goal is that you find value in this carefully constructed experience we’ve designed for you. This learning experience is adapted from ASU’s flagship workshop for ASU Online faculty, called “Master Class for Teaching Online”.

In this self-paced experience, you’ll learn about topics that are recognized to be effective in online teaching, yet they really can be applied in any modality. So if you’re teaching remotely, in a hybrid format, or in a traditional classroom, our goal is that you’ll learn something new that you can apply immediately.

Even though this is an on-demand and self-paced resource, we encourage you to join the community forums created specifically for this experience. You will have an opportunity to contribute by sharing your own ideas and philosophies around provided prompts. It’s a great way to connect to a broader teaching and learning community and to the knowledge and experiences that reside with your fellow participants.

This course is NOT edX platform training. It is designed to facilitate peer sharing of strategies for designing and teaching online courses.

What you’ll learn

At the completion of this course, participants will be able to:

  • Contribute to a learning community.
  • Demonstrate proficient edX navigation from the student perspective.
  • Describe key components of online student success.
  • Apply question design principles to facilitate effective and engaging class discussions.
  • Explain the value of implementing the Quality Matters Rubric in course design.
  • Identify instructional alignment using Bloom’s Taxonomy.
  • Analyze various pedagogical approaches for delivering course content online.
  • Describe design and delivery techniques of effective lectures.
  • Prepare content for optimizing instructor presence in an online course.
  • Create a plan for implementing Foundations for Excellence in Teaching Online resources in an online course.

Meet your instructors

Diane Ellison

About Me

Diane has worked in higher education for 17 years; with experience in online learning, faculty development, student mentoring, and 14 years of experience as a faculty member teaching in online courses. She develops learning experiences designed to leverage learning technology, faculty expertise, and instructional design strategies to transform the learner experience. Diane has BA in Communication from Arizona State University, an MBA, and MAED in Instructional Technology.

Renee Pilbeam

About Me

Renee brings over 10 years of instructional design, teaching (face-to-face and online), and faculty development experience in the higher education space to the EdPlus team. She believes deeply in the power that education has to transform people’s lives. Through partnerships with faculty, she works to develop learning experiences that are based in sound learning design, leverages the strengths of the technology, highlights the passion of the faculty, and delivers the impactful learning experiences that learners deserve. In addition to working with faculty to design and deliver exceptional courses, she also equips faculty with best practices and strategies for engaging with learners and teaching effectively online. She earned her Ph.D. in Educational Technology from Arizona State University.

Vicki Harmon

About Me

Vicki works in coordination with colleagues to develop and deliver workshops and just-in-time materials focused on the pedagogy of teaching online. Vicki is lead facilitator for ASU Online’s flagship workshop, the two-week Master Class for Teaching Online. She also serves as an Instructional Designer in support of the Doctor of Education in Leadership and Innovation, and the online degree programs within the Sanford School of Social and Family Dynamics. Vicki has been at ASU for 28 years. She has a Bachelor Degree in Music Education and Masters of Arts from Western Kentucky University.

About this course

In this course, participants will explore research-informed, effective practices for online teaching and learning. By enrolling, you will learn practical ways to quickly move into teaching online, guided by top scholars and practitioners in the field. Each module, you will watch videos and read articles by online learning experts and participate in activities and discussions covering critical topics that will make the online environment a rich learning experience for your students. The instructors will synthesize relevant resources to help those who are new to online learning and those who have experience, but want to expand their skills and provide support for others. You will have the opportunity to ask questions, share practices that have worked well in online learning environments, and receive feedback on your teaching and learning plans.

Given recent global developments related to COVID-19, many have rapidly shifted to move teaching online. For those who have not taught online before, this can be a challenging experience. Fortunately, there is a rich research base, dating back over sixty years, that provides insight and guidance on the key factors that enable successful learning online. This course will support the pivot to online learning by exploring the scientific literature as well as practical actions that enable online success and equitable outcomes for all learners.

While the target audience of the course is postsecondary institutions, this course will be of use to anyone moving into online teaching and learning.

What you’ll learn

In this course, you will learn to:

  • Develop a framework for rapidly moving from on-campus to online teaching
  • Identify and use a range of content creation technologies that support presenting curriculum online
  • Foster interaction online and promote deep engagement between students
  • Implement mindsets of success, supporting students to create and share artifacts of their learning, develop their ideas collaboratively with others, and practice self-regulatory skills through goal setting and success monitoring
  • Discover and use tools and technologies that enable you to perform common classroom actions online, such as assessment, demonstrations, and learning analytics
  • Plan long-term online learning and the return to classroom teaching by adopting the best of the online environment to support in-class learning

Meet your instructors

George Siemens

About Me

George is an author, researcher, and theorist in the field of learning, knowledge management, and technology.

Justin Dellinger

About Me

Justin T. Dellinger is the Associate Director of the Learning Innovation and Networked Knowledge (LINK) Research Lab in the Center for Research on Teaching and Learning Excellence at the University of Texas at Arlington. He has a Ph.D. in K-16 Educational Leadership and Policy Studies and holds a Master's Degree in History. Mr. Dellinger has worked in K-12 and higher education since 2004. His research interests include: Learning Analytics, Learning Pathways, and the History of Colonial Louisiana.

Matt Crosslin

About Me

Matt Crosslin, Ph.D. is a Learning Innovation Researcher with the LINK Research Lab. Matt’s current research activities focus on learning theory, innovation, learner empowerment, and learning analytics. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, artificial intelligence, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process. Before coming to UTA, he worked in innovative learning centers as well as forward thinking education companies that looked to expand the limits of formal and informal learning.

Tanya Joosten

About Me

Tanya Joosten, Ph.D., is a Senior Scientist, the Director of Digital Learning Research and Development, and co-PI and co-Director of the National Research Center for Distance Education and Technological Advancements (DETA) at the University of Wisconsin-Milwaukee. She is nationally recognized in her work in blended and online learning as an Online Learning Consortium (OLC) Fellow and works to guide strategic digital learning efforts on campus, across the UW System, and nationally as an advisor to the Provost, a member of the University of Wisconsin System Learning Technology Executive Council, and a member of several national boards and committees. Currently, Dr. Joosten leads a national research initiative supported by the U.S. Department of Education working to provide access to research models and methods, facilitating innovate processes of data collection, and encouraging the replication of research across institutions through the DETA Research Toolkit to identify key instructional and institutional factors that influence student success with particular attention to underrepresented students. Dr. Joosten has a background in the social sciences hailing from the field of communication. Her notable keynotes include eLearning Asia, ITC eLearning Conference, and SACS COC President’s event, and her ideas have been highlighted on plenary panels at the UW-Madison Annual Distance Teaching and Learning conference and the OLC International Conference for Online Learning. You can find her ideas and work cited in the Chronicle of Higher Education, Forbes, U.S. News World and Report, and more. Recent interviews with Dr. Joosten are available on ResearchInAction and TOPcast available on iTunes. Her book on social media is available from Wiley Publishing, she has authored numerous articles, chapters, and encyclopedia entries on human and social interactions and digital learning, and she often writes invited blog posts and magazine articles for organizations, such as EDUCAUSE, WCET, Inside Higher Ed, and Pearson. Dr. Joosten previously worked as the Director of the Learning Technology Center leading faculty development and engagement initiatives, pedagogical and technological innovation projects, core learning technology oversight, and blended and online program development.

Program overview

Education systems around the world face the central challenge of finding innovative solutions and techniques for improving student performance. This challenge is shared by teachers, teacher-leaders, and principals who are responsible for improving opportunities to learn, with two goals: raising average levels of student performance and reducing achievement gaps between students.

Beyond schools, leaders in district offices, government agencies, professional associations, and other non-governmental enterprises also share the challenge of improving student performance at scale across entire schools, districts, and systems.

What will you learn

  • To envision new possibilities for the work of students and teachers in classrooms.
  • To understand alternative logics and strategies for organizing the practice of educational innovation.
  • To examine the application of the emerging field of improvement science to the practice of educational innovation.
  • To explore innovation and improvement in large-scale educational reform initiatives in the US and around the world.
  • To improve your own practice as an educator, innovator, and/or reformer.
  • To develop and manage teams that use disciplined, evidence-based methods of educational innovation and improvement.
  • To employ disciplined, evidence-based methods of educational innovation and improvement to manage collaborations among schools, districts, and systems.

Program Class List

Leading Ambitious Teaching and Learning

Course Details
Learn why ambitious teaching and learning may be the key to global educational improvement and how to put it into practice.

Designing and Leading Learning Systems

Course Details
Learn leading strategies for educational innovation to improve practice, raise student performance, and reduce achievement gaps.

Improvement Science in Education

Course Details
Learn how to apply principles and practices of improvement science to improve educational practice, raise student performance, and reduce achievement gaps.

Case Studies in Continuous Educational Improvement

Course Details
Learn about leading approaches to continuous educational improvement through case studies of educational innovation.

Leading Educational Innovation and Improvement Capstone

Course Details
Apply your knowledge and demonstrate mastery, personal growth, and competency along dimensions central to leading educational innovation and improvement.

Meet Your Instructors

Deborah Loewenberg Ball

The William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at University of Michigan Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of Education and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan, and the founding director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Ball serves on the National Science Board and the Mathematical Sciences Research Institute Board of Trustees, chairs the Spencer Foundation Board of Directors, and is the president-elect of the American Educational Research Association. She completed eleven years as dean of the U-M School of Education in June 2016. Ball's research focuses on the practice of mathematics instruction and on the improvement of teacher training and development. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for responsible practice. Ball has authored or co-authored more than 150 publications and has lectured and made numerous major presentations around the world.

Nell Duke

Professor in the School of Education at The University of Michigan Nell Duke is a Professor in the School of Education at the University of Michigan. Her work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is the recipient of the P. David Pearson Scholarly Influence Award from the Literacy Research Association and the American Educational Research Association Early Career Award, as well as awards from the National Reading Conference, the National Council of Teachers of English, and the International Reading Association. She has served as co-principal investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has served as an advisor for many education and policy organizations. She has also served as author and consultant on a number of educational programs and speaks widely on literacy education. Among her books is Inside information: Developing powerful readers and writers of informational text through project-based instruction and Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5, now in its second edition.

Liz Kolb

Clinical Assistant Professor in the School of Education at University of Michigan Liz Kolb is a Clinical Assistant Professor in the School of Education at the University of Michigan. She authored Toys to Tools: Connecting Student Cell Phones to Education (published by ISTE, 2008), Cell Phones in the Classroom: A Practical Guide for the K-12 Educator (ISTE, 2011), and Unleash the Learning Power of Your Child's Cell Phone (ISTE, 2013). In addition, she has published numerous articles and book chapters on new technologies and education in prominent publications such as Education Leadership, Scholastic, Edutopia, ISTE's Edtekhub, and Learning and Leading with Technology. Kolb has done consulting work and has been a featured and keynote speaker at conferences all over the United States and Canada. She is an elected board member to MACUL, the state of Michigan organization for teaching with technology. She is a member of the COSN advisory board for mobile learning and emerging technologies. She is passionate about engaging students in education and educational opportunity through their own technologies. Kolb is also the creator and coordinator of the 4T Virtual Conference, which is a free conference for practitioners that occurs every May. Kolb is a former social studies and computer technology teacher.

Elizabeth Birr Moje

Dean of the School of Education at University of Michigan Elizabeth Birr Moje is the Dean of the School of Education, the George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor in the School of Education at the University of Michigan. She is also a faculty associate in the Institute for Social Research and in the Latino/a Studies program. Moje began her career teaching history, biology, and drama at high schools in Colorado and Michigan. In her current research and community engagement work, Moje uses an array of methods to study and support young people’s literacy learning in Detroit, Michigan. She is particularly interested in the intersections between disciplinary literacies of school and the literacy practices of youth outside of school. She also studies how youth draw from home, community, ethnic, popular, and school cultures to make cultures and to enact identities. In related work focused on teacher learning, Moje developed and co-directs Teaching and Learning the Disciplines through Clinical Practice Rounds, with colleague Robert Bain. The Rounds Project, which advances discipline-based literacy teacher education in urban settings, was awarded the provost’s Teaching Innovation Prize at the University of Michigan in 2010.

Donald J. Peurach

Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at University of Michigan Donald J. Peurach is Associate Professor of Educational Policy, Leadership, and Innovation in the School of Education at the University of Michigan. His research, teaching, and outreach focus on the production, use, and management of knowledge-in-practice among social innovators and those they seek to serve. As such, his work sits squarely at the intersection of educational policy, leadership, and innovation. He is the author of Seeing Complexity in Public Education: Problems, Possibilities, and Success for All (2011, Oxford University Press) and a co-author of Improvement by Design: The Promise of Better Schools (2014, University of Chicago Press). Peurach also serves as a Fellow of the Carnegie Foundation for the Advancement of Teaching and as a Faculty Associate in the Center for Positive Organizations in the Ross School of Business (University of Michigan). Before pursuing an academic career, he was a high school mathematics teacher and, before that, a systems analyst in manufacturing, healthcare, and higher education. Peurach holds a BA in computer science from Wayne State University, an MPP from the Ford School of Public Policy at the University of Michigan, and a PhD in Educational Studies from the School of Education at the University of Michigan.

Gretchen Spreitzer

The Keith E. and Valerie J. Alessi Professor of Business Administration at University of Michigan
Gretchen M. Spreitzer is the Keith E. and Valerie J. Alessi Professor of Business Administration and Professor of Management and Organizations in the Ross School of Business at the University of Michigan. Her research focuses on employee empowerment and leadership development, particularly within a context of organizational change and decline. Her most recent work is looking at positive deviance and how organizations enable employees to thrive. This work fits within a larger effort at Ross to develop a Scholarship of Positive Organizing. She is the co-author of several books including How to be a Positive Leader (2014) with Jane Dutton, Handbook of Positive Organizational Scholarship with Kim Cameron, The Leader's Change Handbook: An Essential Guide to Setting Direction and Taking Action (1999) with Jay Conger and Edward Lawler, The Future of Leadership: Speaking to the Next Generation (2001) with Warren Bennis and Thomas Cummings, and A Company of Leaders: Five Disciplines for Unleashing the Power in Your Workforce (2001) with Robert Quinn.

Anthony S. Bryk

President at Carnegie Foundation for the Advancement of Teaching Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners in networked improvement communities to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volumes, Trust in Schools (2002) and Organizing Schools for Improvement: Lessons from Chicago (2010). In his most recent work, Learning to Improve (2015), Bryk argues improvement science combined with the power of networks offers the field a new approach to reach ever increasing educational aspirations. Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.

Paul LeMahieu

Senior VP for Programs and Operations at Carnegie Foundation Paul LeMahieu is the senior vice president for programs and operations at the Carnegie Foundation. At Carnegie, he directs all of its programmatic efforts as well as the work of the Center for Networked Improvement (comprised of groups dedicated to collaborative technology, analytics, improvement science, as well as network initiation and development). LeMahieu served as superintendent of education for the state of Hawaii, the only state in the nation that is a unitary school district with annual budgets totaling over $1.8 billion. He was President of the National Association of Test Directors and Vice President of the American Educational Research Association. He served on the National Academy of Sciences' Board on International Comparative Studies in Education, Mathematical Sciences Education Board, the National Board on Testing Policy, and the National Board on Professional Teaching Standards. His current professional interests focus on the adaptation of improvement science tools and methodologies for application in networks in education. He is a co-author of the recent book Learning to improve: How America’s schools can get better at getting better, and lead author of the forthcoming Working to improve: Seven approaches to quality improvement in education. LeMahieu has a doctorate from the University of Pittsburgh, a master’s from Harvard University, and a bachelor’s from Yale College.

Alicia Grunow

Senior Fellow, Improvement Science at Carnegie Foundation for the Advancement of Teaching Alicia Grunow is a Senior Fellow, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

Amanda Meyer

Associate, Improvement Science at Carnegie Foundation for the Advancement of Teaching Amanda Meyer is an Associate, Improvement Science, at the Carnegie Foundation for the Advancement of Teaching.

Program overview

Engage and inspire students through technology.

Learn how to create enhanced learning opportunities using the latest tools and techniques to connect with today’s digital-first students.

Our unique approach to instructional design focuses on understanding learning theory, blending traditional instructional design models with rapid prototyping and data analytics to create online courses. You will gain hands-on experience developing and publishing online courses using the edX platform.

This Instructional Design and Technology MicroMasters program will provide the knowledge and skills needed to capitalize on one of the fastest growing areas of education – online teaching and learning. This program will prepare you to create engaging and active learning, using digital pedagogy, emerging technologies and data analytics.

Through this program you will learn how to design captivating learning experiences for students who want mobile learning opportunities that are collaborative and accessible, while advancing your knowledge of educational theory.

What you will learn

  • Understand contemporary learning theories to develop online learning experiences
  • Apply instructional design models to the development of online learning experiences
  • Select, evaluate or design digital media to support learning
  • Identify, evaluate, and integrate emerging technologies to support online learning
  • Design an implementation process for online learning experiences
  • Apply data mining techniques to the design and evaluation of learning experiences

Program Class List

Instructional Design and Technology: Learning Theories

Course Details
Explore emerging learning theories and interactive technologies to create engaging experiences for today’s connected students.

Instructional Design Models

Course Details
Explore traditional and current instructional design models as you develop your own outline of an online course.

Instructional Design: Digital Media, New Tools and Technology

Course Details
Explore the design, development and use of digital media and emerging technologies to support online teaching and learning.

Instructional Design Course Evaluation & Capstone Project

Course Details
Develop your Instructional Design & Technology MicroMasters capstone project while you learn course evaluation models to assess the impact of design on the learning environment.

Meet Your Instructors

LeAnn Derby

Associate Collegiate Professor, Learning Design and Technology at University of Maryland University College
Dr. Derby holds a doctorate in education, teaching and learning from The Ohio State University and has over eleven years’ experience teaching undergraduate and graduate courses, leading curriculum design for blended learning environments and working with faculty development. She uses her background in pedagogy, paired with technical expertise of hardware and software, to teach graduate courses on topics of instructional design, leading educational technology change, and designing multimedia learning environments. Her research interests include adaptive learning and online teaching and learning.
Doug Brtek - Pearson Advance

Doug Brtek

Associate Professor, Learning Design and Technology at University of Maryland Global Campus Doug Brtek has 15 years of experience of online course design, professional development, and performance evaluation across the corporate learning and development and higher education fields. He has facilitated professional development workshops on a variety of topics including course development, online learning strategies, technology based learning tools, online facilitation, and adult learning theory. Currently, Doug works within the academic and corporate entities and provides consultation on learner analysis, technology implementation, and learning management system configuration. Doug’s educational accomplishments include a Bachelor’s degree in Journalism from the University of Nebraska, a Master’s Degree in Instructional Technology and Adult Learning from Bellevue University, and a Doctorate Degree in Education Technology from Northcentral University.

Randy Hansen

Professor and Program Chair, Learning Design and Technology at University of Maryland University College
Dr. Randy Hansen is a professor and program chair, Learning Design and Technology at the University of Maryland University College (UMUC). Randy’s research interests include innovative online instructional design, technology’s role in engaging learners in the learning process, and design of effective professional learning experiences. In 2015 Dr. Hansen was selected by the Center for Digital Education’s as a Top 30 Technologists, Transformers and Trailblazers. In 2016, the International Society for Technology in Education (ISTE) awarded him a Making IT Happen award. In 2018, Dr. Hansen was recognized by UMUC with the President’s Award for outstanding work and contributions to the university. Currently, Dr. Hansen servers as a member and Treasurer for the International Society for Technology in Education (ISTE) Board of Directors.