CELT's duties and responsibilities revolve around the following three main processes:
Instructional Design and Technology
Learning Analytics and Educational Research
The following is a more detailed list of what we do and offer:
Coordinating and conducting the orientation for new faculty at the start of the term;
Organizing workshops and training programs in response to the needs and requests of faculty;
Establishment of learning communities for faculty to interact with each other and the CELT.
Assisting academics in the following:
Designing a course from scratch;
Redesigning an existing course;
Determination of appropriate assessment methods;
Determination of appropriate teaching strategies, methods, and techniques;
Preparation of interactive course materials;
Designing and shooting of instructional videos;
Blackboard learning management system (LMS) course design;
Providing needs analysis for courses, including Blackboard course design, lesson observations, and learning analytics.
Conducting needs analysis to find solutions to potential problems that may arise in teaching and learning processes;
Structuring the design and materials of courses in accordance with international quality standards.
Providing expertise in educational projects;
Publishing research in Flipped Learning and Educational Technology;
Delivering presentations/talks at conferences;
Establishing inter-institutional collaborations;
Contributing to the development of global-level training for educators.
Providing consultancy to faculty on the active use of the flipped studio on campus;
Following and promoting current and emerging instructional technologies;
Providing orientation to new faculty and students on the instructional software and tools they will use in the teaching and learning processes;
Preparation of written and visual guides on the use of instructional software and tools;
Providing one-on-one technical support to faculty and students on the use of instructional software and tools.
Sharing study and learning tips;
Modeling and applying self-regulation and self-reflecting strategies;
Following and sharing technologies that facilitate students' learning experience;