SUNY Delhi Online Education: Course Development

Adapted from The Hitchhiker's Guide to Course Development:

Overview

The planning and design of an online course requires us to strike a unique balance between a course that is highly structured and detailed prior to the first day of class, with the need to retain flexibility and spontaneity as it relates to both teaching and learning. Online students need to experience a course that is well designed, permitting them to navigate through it with little confusion and gain a clear sense of what is expected. And, that those same online students also need to know that there is always room for exploring the unexpected; raising unanticipated questions or following the unforeseen learning path.

“…start at the end point – with your intended outcomes – and define, derive, develop, and organize all your curriculum designing and instructional planning, teaching, and assessment on those desired demonstrations. Veteran practitioners call this the Design Down or “design back from the end” process. Often one hears design down from where you want to end up.” ~ William Spady 1992

Organization

This planning section begins by presenting Tips for Effective Online Teaching. It then provides additional planning information which guides faculty through the process of organizing and designing their material for online presentation. Organization is key, so faculty are encouraged to gather their materials and create outlines for each module of materials including objectives, topics to think about, assignments, resources, and instructions for the online discussion.

Once faculty have completed the initial organization process, they are provided with guidelines on selecting the material delivery methods. Faculty are encouraged to vary the content delivery to ensure engagement with the content as well as the learning community including the accommodation of multiple learning styles. Guidelines are provided to assist faculty with the organization of the content within their course shell as they populate it with course materials including creating folders for each module.

Building community is a key to a successful online course, so faculty are encouraged to enter the instructor information into the content area with suggested content such as a photo or audio/video introduction, links to their personal website, office hours, and a personal narrative. Faculty are also encouraged to build community through the use of online discussion forums. Information on designing, managing, and optimizing forums is found in this module.

Finally, since communication within the course, about the course is frequently overlooked, faculty are encouraged to post introductory and weekly announcements to the class and an example is provided to get them started.

How to use this module

The first topic “Planning Guide” is listed below. ... [edited out other irrelevant instructions and links 5/18/07]

Planning Guide

Before you start designing your first online course:

Educate yourself by reading articles about web-based training, instructional design, technology education, and online learning. Links to resources in these areas can be found throughout this site.
Locate and introduce yourself to the learning management system (LMS) Administrator.
Ask the Administrator to create a user account, password, and blank course shell for you.
Understand LMS hardware and software specifications. Make sure your computer is set up with the correct requirements. Again, refer to the Administrator if you need assistance.
Practice using the learning management system. Take a workshop, arrange with the LMS Administrator for one-on-one training, or explore a peer's course.

Once you feel comfortable with the tools and clear idea of how you want to present your materials online, review the following course design guidelines.

Prepare Your Materials
Outline the Course
Define the Syllabus
Select Material Delivery Methods
Build the Course Skeleton
Add Instructor Introduction
Populate the Course
Create Opportunities for Community Building
Create Announcements
Prepare for Delivery

Prepare Your Materials

Identify measurable course learning objectives. Determine what core competencies and knowledge students will need to meet these objectives.
Gather your course materials and content into a central location. Include items such as:
- handouts,
- slide shows,
- syllabus,
- overheads,
- lecture notes,
- projects,
- assessments,
- audio and video files,
- web resources, and
- discussion topics
Determine what format your materials exist in.
- Take note of items already in electronic format and move them into course folders on your computer.
- Have hard copy documents scanned.
- Have audio tapes and photos converted into digital files (the instructional designer can assist with this task)
- Collect web links and descriptions into a central file
- Where necessary acquire copyright permissions
Accommodate different types of learners. Make sure visual learners have graphics and text they can see to foster learning. Provide narration and text for visual learners. Apply creative combinations of teaching strategies, using methods like instructional units, case studies, simulations, and self-evaluations to encourage learners.
Utilize the action principle, emphasizing clearly and continually the connections between what is being learned and the real world in which it will be applied.

External Tutorials and Samples

Writing Objectives

Outline the Course

Make an outline that matches each course week or module with associated date, lecture materials, labs, assignments and corresponding items. This comprehensive outline can be very helpful when you go to build your course skeleton. Also detail which artifacts will be used for what module.

Example

Week 2 - Foundations of Instructional Design

Objectives

Explore future technologies and identify their impact on instructional strategies
Explore learning theories and their impact on online and multimedia enhanced education

Items to Think About

In your view, will future technologies (e.g., those related to artificial intelligences) more effectively combine learning styles and instructional strategies? Support your response with citations to printed materials or links to the Internet.
You have been hired to design a training course for a topic in your area of specialization. Using Table 6.2 in the textbook as a template, what would you incorporate into each subcategory to motivate learners?
Events that occur at one point in time are likely to influence theories that are developed sometime thereafter. For example, the theory Gagne` first put forth in the 1960s was most likely influenced by his work designing military training during the 1940s. Think about present-day events and how they may shape future views of learning and instruction. On the basis of your ideas, describe an instructional theory that may appear in the next twenty years and discuss the events today that are likely to shape that theory.

Assignments

Review the Learning Theory concept tutor
Identify the area that you would like to research for the portfolio project
Read Chapters 6 & 7 in the textbook
Participate in the weekly discussion

Moderator Instructions

Please lead a discussion of items 1 & 3 listed under the "Items to Think About" section this week.

Start the discussion by putting a message in the Discussion room that has the week and title of the activity. For example: "Week 2: Future Technologies"
Start the ball rolling by starting the activity no later than Sunday midnight, and making your own contribution, or by acting as cheerleader and encourager to entice messages from your classmates.
As people answer, chime in, see other ideas, and generally keep the conversation moving. This is like being the convener of a meeting at work, where you have an agenda, and you need to get input from everyone.
At the end of your week, summarize and close the discussion. Once the job is done, you have earned your points.

Selecting Course Activities

Before you select an activity for your course, you should consider the following nine questions (Watkins, 2005):

Are the students in the course experienced online-learners?
Am I experienced with facilitating interactive online-learning?
What technologies are available for facilitating the course's activities?
Do the students have the technical skills to use these technologies effectively?
What pre-activity exercises would help prepare students?
How much time do I want to use for the activity?
How much time do students set aside for participation in the course?
What learning objectives do I want to achieve through an activity?
What other goals do I want to achieve through an activity?

Assisting Students With Success

To ensure the successful implementation of online-learning activities consider the following:

What tasks you will have to complete prior to starting the activity (for example, emailing instructions, forming groups, establishing chat rooms).
What tasks students will have to do in preparing for the activity (for example, reading course materials, downloading software, identifying partners).
The logistical steps that will necessary for both you and the students to participate effectively in the activity (for example, when you will post the instructions, how often will students participate, and what will happen if a partner does not participate?).
How you will assess the participation of students in the activity and how much extra time will that take you (for example, will the number of postings to the discussion board be important, will you review the content of all discussion postings, and will students summarize their interactions?).

Define the Syllabus

Components

Course Title and Number
Instructor's name
Contact information for the Instructor - email address, phone number, office hours, and office location

Contact Information Sample

You can always gauge my reality/unreality by giving me a call on the phone if you have any questions or want to talk you can call (215) 999-9999, ext. 9999. I only answer my office phone Monday through Friday between the hours of 9am and 5pm. If you receive my voice mail please leave your full name, course number and a detailed message. I will return all phone calls within 24 hours on business days and the following work day if a message is left on a holiday or weekend.

You may also email me at (i.name@usip.edu) . Please make sure that your full name and course number are noted in the body of your email. I respond to all emails within 24 hours of receipt. From time-to-time our email server is taken down for backup and upgrades, if for some reason your email is bounced back please call me with your questions.

Hours per week, when the class meets, where it meets
Credits
Course Description -- can use the catalog description

Course Description Sample

This course is set up to examine different trends and issues in Instructional Technology each week. You will have readings which explore the topic of the week, web links that provide examples or resources, and in some instances reinforcement exercises. I have listed "Items to think about" for each week which are to serve as guides for learning. I don't expect that you will send me the answers each week, but you should know the answers. Class weeks will officially begin on Tuesdays. Each week, one of you will serve as the facilitator for discussions, or to guide the class through the activity for the week. In this role, you will be expected to start the discussion on the Monday at the start of the week, and wrap things up on the Sunday. Activities and discussions are a big part of making this work, and in the course section -- "How you will be evaluated -- you will see that discussion room activity accounts for nearly 40% of your grade. Various activities account for the rest, culminating in a final project that demonstrates mastery. Collaboration on the final project is not only allowed, it is encouraged. Feel free to pull in one of your classmates on the project.

Since discussion in an asynchronous environment takes place over time, I expect that you will be checking in -- and participating -- several times during the week. This is extremely important if we are going to reach a "critical mass" needed for a discussion to continue to thrive.

Please carefully read through the course documents. If you have any questions, contact me or ask them in the discussion room.

Course outcomes and how these outcomes fit with the larger educational program's outcomes
Course Learning Objectives

Course Learning Objectives Sample

Demonstrate the ability to integrate the Internet, electronic databases and multimedia instruction, through the development of a technology based lesson.
Synthesize the roles that various media play in education through readings, lectures, research and discussions in and outside of the classroom.
Demonstrate an understanding of the systems approach to problem solving and the analysis and evaluation of technological solutions to instructional problems through class discussions and assigned projects.
Explain how to bring together multimedia tools and practice for use in education through the development and assessment of multimedia learning tools, leading class discussions and describing to fellow group members how the concepts studied can be integrated into the classroom.

Applicable student population
Texts and required readings
How students will earn their grades
- Grading policies
- What does an A, B, C, D equal in points or percentage earned
- Suggestions on how to succeed in the course etc.

Samples

Learning Environment

Each class meeting will have a variety of learning activities, such as, short lectures, demonstrations, group discussions, cooperative learning exercises, on-line activities and student presentations. Since the course focuses on active participation, you should come to class prepared to discuss the readings and projects assigned.

Course Requirements

Assignments	Weight
Class Discussion	15%
Educational Software Reviews	20%
Software Demonstration & Fact Sheet	10%
Multimedia Lesson	55%

Grading Scale
94-100	A
90-93	B+
84-89	B
78-83	C+
< 78	F

Course outline, schedule for each class

Sample

Schedule
Revised 8/11/05

Week 1	1/17/04
Classroom
Topic:	Introductions & Connections
Activities:	Read chapter 1 Start thinking about ideas for the multimedia lesson
Week 2	1/24/05
Classroom
Topic:	Let’s Talk About Tools
Activities:	Read chapter 3
Week 3	1/31/05
Classroom
Topic:	Planning: How & why
Activities:	Read chapter 4 Project Plan due

Test dates and due dates for assignments
Assignments

Assignment Sample

Educational Software Review
Individually or in small groups you will review an educational software package of choice. A viable software selection will meet the following criteria:

Can be used to augment or replace lessons/modules offered in a traditional classroom
Meet at least one state teaching standard
Provides a sample product or limited use full product that can be accessed online or downloaded for testing and demonstration purposes

As a portion of the review process a formal report should be developed which addresses all of the questions noted in the “Software Review Fact Sheet”. Each question on the assessment sheet should be addresses thoroughly and where appropriate supporting evidence provided. There is no minimum or maximum length of the software assessment, the artifact will be graded on completeness and depth of thought. The document is due the session you will be making your presentation, and should be submitted in electronic form.

A copy of the “Software Review Fact Sheet” can be found under the Assignment icon on the course site.

Reviews will take place weeks 4, 6, 10, and 13.

Policies on lateness, attendance, etc. - make a firm stand on what you define as absenteeism and the accountability you will put on your students to adhere to that policy. If you are conducting your course as a successive progression from one unit of study to the next and you expect whole class participation, then you need to determine how you will deal with student family emergencies or work situations. Also determine your policies on technology emergencies: student computers will crash; Internet connections will fail.
- Are there alternative methods for the student to notify you of these kinds of technical emergences?
- Do you expect work to be turned in on a timely basis, no matter what the technological issues?
Plagiarism and cheating policies
Individualization, ADA accommodations
Some communication of your enthusiasm for the course, for the content
Any possibilities for students to individualize the course to meet their needs
Other considerations
- You will need to consider some new policies and procedures and possibly some changes to old ones because of the unique challenges and problems with online environments.
  - How will you deal with a student who simply does not “show up” for class (post threads, or reply to emails for a week or two or three) and then returns with all of his assignments completed for the weeks missed?
  - How will you deal with students who experience technical problems beyond their control, such as computers crashing, servers malfunctioning, “lost” pagers?
  - How do you deal with the student who never posts work on time, who never gets in touch with his/her group in time for collaborative work? And who does not respond to any of your inquiries?
  - What will you do about the disgruntled student who sends you, particular students, or your entire class offensive email? Or the student who unwittingly sends objectionable email because he or she does not have the necessary skills to communicate well through text writing?
Provide information on what the students can expect from you. You should decide ahead of time what responsibility you will take in the course and provide it to your students in detail. For example,
- How often will you respond to email? On what days? At what times?
- Will you respond to every threaded discussion response by every student?
- Are you the "IT" person for the course, or are there alternative help resources for the students?
- Will you have online office hours? If so, how long will you office hours last and what days and times will they be held?

External Resources & Tools

Designing a Learning-Centered Syllabus (University of Delaware)
Learning-Centered Syllabi (Lee Haugen, Iowa State) - Suggestions on writing a syllabus that does more than just state policies, but which sets a tone for critical inquiry and engagement for students.
Online Syllabus Workshop (Brown University)
Syllabus Design for an Online Course (CSU Northridge)
Syllabus Design for Writing-Intensive Courses (Vanderbilt)
Syllabus Templates (Cornell)
Syllabus tutorial - developed by Center for Teaching and Learning Services at the University of Minnesota. "One of the true strengths of this tutorial is the number and high quality of the examples we showcase."

Learning Contracts

Learning Contracts (James Atherton, DeMontfort University) - "A discussion of how 'learning contracts' differ from syllabi and what they can mean for transforming learning in the classroom."
Learning Contracts (Western Australia)
The Importance and Use of Learning Contracts (Roger Hiemstra and Burt Sisco) - A book chapter on learning contracts and how various teacher-scholars have defined the concept.
Using Learning Contracts in the College Classroom (J. Codde, Michigan State)

Select Material Delivery Methods

computer screen and notebook Determine which materials should be delivered in the face-to-face component of your course (if your course has one) and which items can be delivered online. Avoid delivering materials that will distract the student from the course objective. Do not add irrelevant information to "fill-up" the course site.

Prepare the materials for electronic delivery. This may include scanning graphics, creating files in a word processor, developing web pages, or creating slides in presentation software. If necessary, consult the Blackboard Administrator, or the Instructional Designer.

You may find the following guidelines useful.

In the place of a written lecture, several instructional articles that distill the major concepts addressed in the lecture could be utilized.
Instructional units should be short and concise documents conveying relevant, critical information to support concepts, procedures, and/or performance-based skills. The instructional unit should be written specifically to communicate the content-knowledge necessary for improved, more advanced performance.
- Ensure that each instructional article supports the learning objectives/goals of the course.
- Get the learner's attention immediately by clearly making the topic relevant to something important within the learner's frame of reference (e.g. job, studies, professional development)
- Integrate questions or other interactive activities -- such as exercises, problem-solving situations, and/or short simulations -- into the body of the module
- Always limit the module to one or two main ideas or concepts
- Use only the most important "need-to-know" supporting details
- When possible, support the module content with audio and/or video clips containing relevant information, such as "how to" instructions or examples that further clarify key learning points.
- A case study may be included within the body of the module, encouraging learners to notice connections between the module's text and the example as they learn a particular fact or concept. Alternatively, the course could be set up with a single case study that includes links to all the pertinent instructional units and student exercises. Learners would then use instructional units as needed to help develop solutions to the problems presented in the case study.
- Simulations also may incorporate links to instructional units to be used as resources or prior research.
- Self-evaluation typically tends to be quiz questions in multiple-choice or true/false format. You can increase motivation and learner interaction by using drag-and-drop design to match correct answers with their questions, or construct a game. In a crossword puzzle, for example, the critical cues for the Down and Across words could; be taken from the definitions of key terms within the course.

External Tutorials and Samples

Gagne and the Boys - This site is based on a WebQuest developed by Bernie Dodge. The product was created to assist students with the study of selected learning theories.
Industry Portfolio Project - This assignment requires learners to gather and organize a comprehensive collection of materials/information relevant to a specific topical area. The final product consists of a web-ready electronic portfolio and a 2-4 page reflective statement.
Taming the Mighty Migraine - This site provided an online problem analysis case for a graduate course in pharmaceutical marketing at the University of the Sciences in Philadelphia.

Build the Course Skeleton

Create the organizational (or skeleton) structure of your course. This involves creating a series of clearly labeled folders that will hold course materials.

Make a folder for every week or module in your outline or mimic the structure of your syllabus.

Enter the Course Information area and create folders for the Syllabus, Grading Policies, Class Rules, and other basic items relating to course sub-folders for sub-topics as necessary. We suggest that a series of folders be created to house course materials: 1 main folder for the course with sub folders created for each week, discussion topics, and general course materials. For example:

Sample

Course Overview
Course Materials
- Week 1: Introduction, from date - to date (folder)
- Week 2: Financial Decisions, from date - to date (folder)
- Week 3: Decision Making, from date - to date (folder)
Etc....

Enter the Course Materials area in your course management system, and create folders that correspond with your folders.

Add Instructor Introduction

Enter the Instructor Information content area and create an entry for yourself. If you have a picture of yourself, include that too.

Sample

My name is <Instructor Name> and I will be your on-line instructor for “Introduction to Managerial and Financial Accounting”. This overview will give you some information about my background, information about the course and overall course ground rules.

First, a little bit about me. I am a practicing Certified Public Accountant (CPA) with <Company Name> located here in the Philadelphia area. My experience over the last 28 years has been helping companies in a variety of industry sectors with their accounting, taxation and management problems. These companies have ranged from early stage start-ups to very large established companies. In many cases, I act as a management consultant to help companies solve critical problems. My specialty is using accounting and other information to help companies value their businesses. I bring this practical, real-world experience to the classroom to share with you. Please feel free to take advantage of it.

And now, about the course. My objective is not to teach you how to become an accountant but rather to teach you about accounting. I want you to gain a fundamental understanding of what accounting is and how you will be able to use the concepts to make the best possible business decisions. As I tell all my students, if you want to master business administration, you must master the language of business – accounting.

This is an on-line course and with that comes a new approach learning. Here’s how it will work. For each of the five weeks of this course, there will be a “Weekly Course Sheet”. These sheets are your guide for what to do and will include weekly assignments, objectives, items to think about, additional resources and on-line discussion instructions. The weekly assignment from the Weekly Course Sheet must be submitted by midnight each Monday. I will post announcements once a week on Wednesday so please log on and read.

Course materials will consist of two textbooks plus course material posted on-line. The two textbooks are:

Analysis for Financial Management (7th Edition) by Robert C. Higgins and
Introduction to Management Accounting (13th Edition) by Horngren, Sundem and Stratton

As your instructor, I am available for questions or discussion. I will respond to e-mails or telephone calls within 24 hours. If you call by telephone, I will probably have to call you back, so please leave a number, subject to be discussed and a time when you are available to receive the call.

e-mail: email@host.edu
telephone: 999-999-9999 (office)

I look forward to having each of you in my on-line class and hope that you will gain a significant amount of accounting knowledge as you pursue your MBA.

Sincerely,

Create additional entries for teaching, assistants, graduate assistants, guest speakers or other course staff members.

Populate the Course

Create each course folder and add the content.

Include a short description for each item.
Indicate what the item is and how it is relevant to the lesson.

Week 3 - Weblogs in Education

1/30/06 - 2/5/06

Objectives

Explore the opportunities for using Weblogs to provide multimedia education through research and practice
Discuss a variety of issues related to learner motivation and their impact on training design.
Create a personal weblog using the blogger software

Click on the title of this section for assignment instructions and guidelines.

The description helps students understand how to associate (frame/attend to) this item in relation to the rest of the course materials.

Create Opportunities for Community Building

"A free exchange of ideas, opinions, and feelings is the lifeblood of collaborative learning." - J. McKinley

Enter the Learning Management System Discussion Board, create a Forum, and post an introductory assignment. For example, you might ask each student to write on to three paragraphs explaining who they are and why they took your course. Require students to read entries from other students. You might also encourage them to respond to each other. This is the first step in creating an "online community" for your course.

Sample

Interaction is a very important part of learning, and it is especially integral to online learning. Notice that 40% of your grade is determined by Discussion Room participation and facilitation. I'll be looking for you to make significant contributions to the discussion every week. You get points for answering questions, thoughtful responses, additional questions, useful Web finds, anything that moves the learning forward. This shouldn't be the educational equivalent of spamming. Check in a couple of times a week, and don't fall asleep at your computer. You also don't want to leave the Discussion Room facilitator for the week twisting in the wind, so check to see if they have asked any questions and help them out. They'll do the same for you when it is your turn.

The success of our discussion room is dependent on each student feeling comfortable to share their opinions, wrestle with ideas and concepts, and ask questions in a safe and supportive environment. As J. McKinley so aptly states: "A free exchange of ideas, opinions, and feelings is the lifeblood of collaborative learning." This is the class climate we wish to establish.

If you are not going to be able to participate for some reason, please let me know ahead of time by email or phone.

Tips for strengthening discussions

When introducing a new thought/concept/introduction, be sure to start by

Clicking "Add New Thread."

The subject line is important. When starting a new thread, make sure to create a subject line that both clues in the reader and catches the eye of the audience.
When replying to a posting, leave the "re:" position of the subject line, but feel free to edit the subject line to express how you are extending the conversation. This way everyone can get a quick glance at the direction of the conversation within a thread without actually opening each posting.
Provide an assessment rubric to the students that defines your expectations.

Plan on adding at least one new topic to the Discussion Board Forum each week. Make sure this topic requires students to formulate an answer and back it up with facts to demonstrate their understanding. Monitor and respond to student threads and encourage student to do the same.

Resources & Tools

Books

Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment
Author: Tisha Bender
Publisher: Stylus Publishing, LLC
ISBN: 1-57922-065-7

Articles/Websites/Blogs

"A Framework for Designing Questions for Online Learning" by Lin Muilenburg and Zane L. Berge - The author provides information about how to design questions for starting online discussion and follow-up questions to maintain the discussion. The authors also explain how discussion questions can be used to encourage higher level thought processes.
Bibliography on Leading Discussions
FAQ about Discussion (J. Middendorf & A. Kalish)
Handbook for Instructors on the Use of Electronic Class Discussion (OSU)

Icebreakers and Group-Building Activities

Top Ten Icebreakers for Meetings and Training Seminars (Janice LaVore)

Create Announcements

Post and introductory message in the announcements area. Welcome the students to your course, direct them to the Course Information area to obtain the syllabus, and indicate the location of the first class assignment or reading.

Example

This course is set up to examine a different aspect of pharmaceutical marketing each week. You will have readings which explore the topic of the week, and web links that provide examples or resources. I have listed activities for each week which are to serve as guides for learning. Class weeks will officially begin on Mondays. Each week, you will conduct research, post a portion of your final project to the discussion forum and participate in group discussions. Each team is expected to post their materials to the discussion forum on the Sunday at the start of the week, and wrap things up on the Saturday. Activities and discussions are a big part of making this work, and in the course section -- "How you will be evaluated -- you will see that discussion room activity accounts for nearly 30% of your grade. Various activities account for the rest, culminating in two final projects that demonstrate mastery.

To reduce the likelihood of the technology interfering with your learning experience start exploring the site links and the materials prior to the official course start. Please start your exploration by reviewing the Course Description by clicking on the link located on the left-hand side of the screen.

Wherever you see an icon symbol means that there is additional information to be found -- try clicking on different words and symbols to see what happens. When you finish with this activity you may want to drop into the Communications Room and click on the Discussion Board link to see who has been out there chatting.

Next take a look a course materials nested under the "Resource Room" link.

If you are not sure how to use the online course tools, click on the "Help" link located of the left side of the screen to access visual quick-start tutorials.

Have fun with your explorations!

Prepare for Delivery

Preview course materials by checking each link, proofreading descriptions, and view the course from the students' perspective.

Then...

Email an announcement of the first session to participants
Post an announcement welcoming the students, outlining course expectations and providing scaffolding for the first session
Email students a course introduction and instructions on how to access the course materials.

Additional Resources

Online Tutoring eBook - This site was compiled from materials submitted to the OTiS International e-Workshop: Developing Online Tutors in 2002. Some of the material is dated but still relevant.

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