We are the Program for Online Teaching, a group of volunteer faculty helping other faculty teach better online.

Our focus is on pedagogy as the guiding force for using technologies for teaching.

Many of us are from MiraCosta College in Oceanside, California. MiraCostans may access the Teaching/Technology Innovations Center for technical help, resources, news and more.

The POT Network

  • POT Diigo group
    (see tutorial on how to save bookmarks)
  • POT Facebook group
  • POT Vimeo Channel (workshops)
  • POT YouTube Channel
  • Twittter (please use hashtag #potcomm)

Flex Credit

Check with your college or university to see whether POT activities can be counted for professional development credit.

At MiraCosta College, faculty can get flex credit for many activities at the Program for Online Teaching, including:

  • Viewing recordings or presentations and reflecting in writing about them
  • Reading articles from the POT reading list and writing reflections about them
  • Joining the POT Diigo group and bookmarking sites and articles with commentary
  • Taking Blackboard training through Karen’s self-assessed modules
  • Attending POT workshops or offering a workshop

Recording flex time 

Head on over to the PDP webpage for how to record flex hours for activities. POT is a pre-approved activity.

In MyFlex, select Other Activities. Then choose hours for the type of activity you do with POT. For helping others, choose Advising and Mentoring. For collaborating in a workshop, choose Collaboration. For watching a video, choose Conferences and Presentations. For reading, choose Reading, Writing And Research. You will need to upload documentation or reflect on the activity to get credit. If you blog about what you do (either on your own blog or at the Reflections on Practice blog, the post URL can be your documentation.

Reading List (2014)
POT Diigo group articles

Robin Good, Literacy practice, pedagogy, and the ‘digital university’ (2014)

Lyn/Dwyer/Guo, Exploring Online Teaching: A Three-Year Composite Journal of Concerns and Strategies from Online Instructors, Online Journal of Distance Learning Administration, Volume XII, Number III, Fall 2012

Jonathan Mott, Envisioning the post-LMS Era: The Open Learning Network (2010)

Bob Barrett, Creating Structure out of Chaos in a Virtual Learning
Environment to Meet the Needs of Today’s Adult Learner  (2013)

Xu and Jaggers, Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas (2013)

ECAR Study of Undergraduate Students and Information Technology (2012)

Lisa Marie Blaschke, A review of heutagogical practice and self-determined learning (2012)

Gardner Campbell, A Personal Cyberstructure (2009)

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