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1. What Do We Mean by Quality When Teaching in a Digital Age?
2. Definitions
3. Internal Quality Assurance
4. Consistency in Applying Quality Standards
5. Quality Assurance, Innovation and Learning Outcomes
6. Getting to the Essence of Quality
7. Quality Assurance: Fit for Purpose in a Digital Age
8. Nine Steps to Quality Teaching in a Digital Age
9. An Alternative to Using the ADDIE Model to Assure Quality
10. Step One: Decide How You Want to Teach
11. How Would I Really Like to Teach This Course?
12. What’s Wrong with the Way I’m Teaching at the Moment?
13. Use Technology to Re-think Your Teaching
14. What Not to Do
15. A Chance to Fly
16. Step Two: What Kind of Course or Program?
17. Choosing Mode of Delivery
18. Who Should Make the Decision?
19. Step Three: Work in a Team
20. Why Work in a Team?
21. Who is in the Team?
22. What About Academic Freedom? Do I Lose it Working in a Team?
23. Step Four: Build on Existing Resources
24. Moving Content Online
25. Use Existing Online Content
26. Step Five: Master the Technology
27. The Exponential Growth in Learning Technologies
28. Use the Existing Institutional Technology
29. Deceptively Easy Technology
30. Keep Current, As Far As Possible
31. . Relate Your Technology Training to How You Want to Teach
32. Benefits of Mastering the Technology
33. Step Six: Set Appropriate Learning Goals
34. Setting Goals for Learning in a Digital Age
35. Learning Goals for a Digital Age
36. Bring in the Outside World
37. Learning Goals: The Same or Different, Depending on Mode of Delivery?
38. Assessment is the Key
39. Step Seven: Design Course Structure and Learning Activities
40. Some General Observations About Structure in Teaching
41. Institutional Organizational Requirements of Face-to-Face Teaching
42. Institutional Organizational Requirements of Online Teaching
43. How Much Work is an Online Course?
44. Strong or Loose Structure?
45. Moving a Face-to-Face Course Online
46. Structuring a Blended Learning Course
47. Designing a New Online Course or Program
48. Key Principles in Structuring a Course
49. Designing Student Activities
50. Many Structures, One High Standard
51. Step Eight: Communicate, Communicate, Communicate
52. The Concept of ‘Instructor Presence’
53. Instructor Presence and the Loneliness of the Long-Distance Learner
54. Setting Students’ Expectations
55. Teaching Philosophy and Online Communication
56. Choice of Medium for Instructor Communication
57. Managing Online Discussion
58. Cultural and Other Student Differences
59. Step Nine: Evaluate and Innovate
60. Why Evaluation is Important
61. What to Evaluate: Summative
62. What to Evaluate: Formative
63. How to Evaluate Factors Contributing to or Inhibiting Learning
64. Innovate
65. Building a Strong Foundation of Course Design

Teaching in a Digital Age
Lesson 9 - Quality Teaching in a Digital Age
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Lesson Nine Reading

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16. Step Two: What Kind of Course or Program?

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