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The course I found was Supporting Children with Difficulties in Reading and Writing.

Why this course?
I choose this course to help me learn how to become a better reading teacher. I am struggling with helping students that need more support because teaching Reading doesn't come very naturally to me. With this course, I may be able to learn about why my students might be struggling how to help them. I would take this course to also hopefully help my small groups.

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UCL Institute of Education

The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE). Ranked number one for education worldwide in the 2014, 2015, 2016 and 2017 QS World University Rankings, the IOE was awarded the 2015 Queen's Anniversary Prize. In 2014, the Institute secured 'outstanding' grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes

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Supporting children with difficulties in reading and writing | Coursera

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UCL Institute of Education The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE).

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Emily's Coursera Course: Powerful Tools for Teaching and Learning: Digital Story Telling

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Emily's Coursera Course: Powerful Tools for Teaching and Learning: Digital Story Telling

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Why Coursera:

Courses are taught by qualified instructors from well-known institution like University of Michigan and Stanford, so academic standards should be high.

Courses descriptions show a syllabus and the timeline for the course. I need the structure of a time line because self-paced classes can be difficult to complete.

Why Digital Storytelling?:

Someone in my 680 class had found a scholarly article by Lowenthal and Dunlap (2010) that focused on increasing teacher presence through digital story telling. This class would help me implement the theory because you actually create a digital story as part of the class.

Digital Storytelling is sponsored by the University of Houston with two professors from UH: Dr. Bernard Robin and Dr. Sara McNeil. While I was looking up the article on digital story telling and teacher presence that my peer wrote about, I came across an article by Dr. Robin in Theory into Practice (2008) titled “Digital Storytelling: A Powerful Technology Tool for the 21st Century.” I like that the instructor of the course is a recognized expert on the topic.

This course is offered starting this October. I wrote to the professor to find out if it will be offered again, and he responded the same day to assure me that it would be offered in the Spring. His responsiveness to a stranger’s email makes me think that he would be a responsive instructor.

This course does not require advanced technology skills-perfect for me as a Newbot to push myself without getting in over my head.

Possible Drawbacks to this MOOC:

The course may be instructionist with lecture-based classes, but the digital stories that students create should ensure some level of constructivist learning.

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Link

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Berklee Online Music Production Overview

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Learn more about music production at: http://berkonl.in/1OP8wNY In this overview, Berklee Online instructors expand on the Music Production program at Berklee Online. Instructors featured in this video include Assistant Chair of Music Production and Engineering Department Dan Thompson, assistant professor Loudon Stearns, and Senior Vice President for Innovation, Strategy, and Technology David Mash.

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Bates, A. W. (2015). Teaching in a Digital Age. Tony
Bates Associates Ltd. 978-0-9952692-0-0

Cross, T., & Palese, K. (2015). Increasing learning:
Classroom assessment techniques in the online
classroom. American Journal of Distance
Education, 29(2), 98-108.
doi:10.1080/08923647.2015.1023594

Kebritchi, M. M. (2014). Preferred Teaching Methods in
Online Courses: Learners' Views. Journal Of
Online Learning & Teaching, 10(3), 468-488.

Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a
screen to real person in your students' lives:
Establishing social presence using digital

storytelling. The Internet and Higher Education,
13(1), 70-72. doi:10.1016/j.iheduc.2009.10.004

Robin, B. R. (2008). Digital storytelling: A powerful
technology tool for the 21st century classroom.
Theory into Practice, 47(3), 220-228.

doi:10.1080/00405840802153916

Zemsky, R. (2014). With a MOOC MOOC Here and a
MOOC MOOC There, Here a MOOC, There a
MOOC, Everywhere a MOOC MOOC.The

Journal of General Education 63(4), 237-243.
Penn State University Press. Retrieved October
13, 2016, from Project MUSE database.

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Our school is looking at beginning student-led, created, and produced video announcements. Because of this, I looked for (and found) a MOOC course on video production.

I chose this course from Udemy for a couple reasons. 1. The video watching is only one hour. I really dislike being required to watch videos as a part of online coursework, and a lot of the MOOCs I looked at had significant video watching. 2. There are sections on pre-production and storyboarding, which appeals to me as a former ELA/English/Reading teacher. Parts of this course could be used for instruction in those areas as well.

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Video Production - The Basics! Learn Video Production in an hour. - Free Course