Online Course Development Guide
Planning is essential to developing an effective, engaging, and student-centered online course. The materials provided in this Guide are designed to assist faculty with online course development.
CITT Instruction Designer
Brenda Watkins: . Instructional designers are available for one-on-one assistance.
Step 1: Blackboard Training
CITT Faculty Professional Development offers the MyHCC Assistance Center as a one-stop-shop for everything related to online learning at HCC. In the Assistance Center you will find:
· Self-paced Blackboard training
· Course design materials for hybrid and online courses
· Rubrics for evaluating the effectiveness of web-enhanced, hybrid, and online courses
· Required forms for teaching online at HCC
· Additional resources and reports for online learning
All faculty are encouraged to register for access to the Assistance Center. You may register at http://citt.hccfl.edu/register/register.cfm. You will receive access to the Assistance Center as well as receive a Practice Course Shell to experiment with Blackboard and its tools.
NOTE: You can complete Blackboard training while you are building the components of your course. You do not need complete familiarity with Blackboard in order to begin the course planning process.
Step 2: Planning Course Components
Prior to building the online components in Blackboard, it is necessary to identify specific learning goals. To do this:
· Break the course down by topic, chapter, or other means to identify content
· Create specific and measureable learning objectives for each week/unit of instruction (or by topic, chapter, etc.)
· Create a Weekly/Unit topic/chapter structure
· Per week/unit and by topic/chapter, identify what you and the students will do in the online component that week/unit.
A template is provided on the next pages that will assist you with breaking down course content and creating a schedule.
In addition, the following questions will assist with planning online components.
- How are students oriented to the online course?
- How are course expectations clearly articulated?
- How are students informed of important assignment and test dates?
- How is student-to-student interaction encouraged in the online course? What specific activities do students engage in that require them to interact with each other?
- How is student-to-instructor interaction encouraged in the online course? In what ways does the instructor interact with students?
- How often does the instructor provide general feedback and one-on-one feedback in the online course?
- What structure is in place if students encounter technical problems in the online course?
- How often and in what formats is student performance evaluated in the online course?
- List the course events that develop critical thinking and problem-solving skills. (Examples: Discussions that center on questions without a single correct a, case studies, critique of classmates’ assignments, collaborative exercises, integration of digital media, etc.)
Creating Specific and Measureable Learning Objectives
Many course outcomes included on syllabi are mandated by the state or college. For online and courses, each unit of instruction should contain specific and measurable learning objectives that directly align with course outcomes. Use the learning objectives to identify the weekly/unit activities and graded events.
Create unit learning objectives that are specific and measurable by including 1) a condition, 2) an action verb, and 3) criterion of performance for each objective.
Sample Unit Objective
Given a ten-sentence paragraph, the student will be able to identify the rules of grammar which are used in its construction.
Condition: Given a 10-sentence paragraph
Action verb: identify
Criterion: rules of grammar which are used in its construction
Use this template to broadly identify what you and the students will be doing in the on-campus component and the online component for each week. Weekly components must align with the learning objectives for that week.
Week 1
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 2
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 3
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 4
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 5
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 6
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 7
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 8
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 9
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 10
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 11
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 12
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 13
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 14
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 15
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Week 16
Topic/Chapter / Learning Objectives
1.
2.
3.
4. / Online Activities/Assignments
Step 3: Identifying Course Materials Needs
Use this template to broadly identify existing course materials and needed course materials (to be developed).Please contact Brenda Watkins at if you would like assistance with beginning this process.
Week 1
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 2
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 3
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 4
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 5
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 6
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 7
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 8
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 9
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 10
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 11
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 12
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 13
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 14
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 15
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Week 16
Existing Materials / Needed Materials (to purchase or develop) / Timeline for materials purchase/development
Step 4: Build the Online Component (after all course materials are purchased/developed)
This checklist is designed to be used during the course building process. Note that each component of this checklist includes annotations and examples, a status checklist to use when components have been met, and a section for instructors to make notes.
Component 1: Course Home Page
Component / Status(Yes/No) / Examples / Instructor Notes
a. Course home page selection / a. / Home page format options
1. Module Page – this is the default home page type provided by IT and provides access to the modules included in the Bbd LMS.
2. Content Area – is recommended if the home page is going to be used as a means to access course content
3. Blank Page – the most simplified home page option; designed to provide initial instructions; all content is accessed via the left navigation menu. Using a blank page as a home page allows you to post announcements directly to the home page.
4. Tool – a specific Bbd tool can be used as the home page; the most common tool option for home page use is Announcements.
Component 2: Course Navigation Menu
Component / Status(Yes/No) / Examples / Instructor Notes
a. Design and create the left navigation menu / a. / Navigation Menu
1. Home page
2. Start Here
3. Syllabus
4. Course Schedule
5. How will students access:
a. course content
b. discussions
c. assignments
d. assessments (tests, quizzes)
e. other course components
6. How will students access grades?
7. How will students communicate with the instructor?
8. Help Desk
NOTE
Best practice suggests that all content-related items, included graded events, be included in one centralized location for each unit of instruction vs. separate navigation links for content, discussions, assignments, and assessments.
Content organization information is outlined in the next section.
Component 3: Content Organization
Component / Status(Yes/No) / Examples / Instructor Notes
a. Determine the structure for content organization
b. Determine the format for content organization / a. / Content Organization Structure
1. Folders
2. Learning Modules
3. Other
Content Organization Format
1. Chapter
2. Date
3. Topic
4. Combination
5. Other
b.
Component 4: Course Introduction
Component / Status(Yes/No) / Examples / Instructor Notes
a. There are clear and explicit instructions for students regarding how to begin the course
b. There is information provided to students on how the course is structured and navigated
c. Course communication expectations are clearly stated in the course overview
d. Course policies are clearly stated (include institutional policies via URL link to College web site)
e. Expectations for students’ technical skills are clearly stated in the course overview
f. The instructor has included an introduction and/or bio
g. Students are provided with an introduction activity that allows them to introduce themselves to the class and immediately interact with other course participants / a. / Some of these items may be included in the course syllabus. Other examples include:
· Course overview and navigation
o Introduction Video (course tour)
o Introduction PowerPoint presentation (course tour)
o Text-based instructions for starting and navigating the course
· An introductory quiz or activity (scavenger hunt) that requires students to explore the course structure, format, and navigation
· Meet the Instructor
o Instructor introduction/bio video
o Instructor curriculum vitae (text-based)
· URL links to institutional policies that impact the student (from the College web site)
Recommendation
1. Include a “Getting Started” or “Start Here” link in the navigation menu. Put all introduction and orientation materials in this location.
2. Create an introductory activity using the discussion forum
3. Include the course syllabus as a separate link in the navigation menu
b.
c.
d.
e.
f.
g.
Component 5: Learning Outcomes and Objectives (from Step 2)
Component / Status(Yes/No) / Examples / Instructor Notes
a. Learning outcomes are included in the course syllabus and are broad statements of learning expectations
b. Each module/unit of instruction in the course includes learning objectives, aligned with course outcomes, which are specific and measurable.
c. Students are provided with clear instructions for meeting all learning objectives within each unit of instruction / a. / Many course outcomes included on syllabi are mandated by the state or College. For online and hybrid courses, each unit of instruction should contain specific and measurable learning objectives that directly align with course outcomes.
Recommendations
1. Create unit learning objectives that are specific and measurable by including 1) a condition, 2) an action verb, and 3) criterion of performance for each objective.
Sample Unit Objective
Given a ten-sentence paragraph, the student will be able to identify the rules of grammar which are used in its construction.
Condition: Given a 10-sentence paragraph
Action verb: identify
Criterion: rules of grammar which are used in its construction
b.
c.
Component 6: Assessment of Student Learning
Component / Status(Yes/No) / Examples / Instructor Notes
a. Assessment activities align with unit objectives to effectively measure student performance
b. Course grading policy is clearly stated (syllabus)
c. Descriptive criteria (rubrics) are provided to students and correlate with the stated grading policy
d. A variety of assessment strategies are used and are appropriate for the student performance being measured
e. Students are provided with opportunities to evaluate their own learning / a. / Examples
· Specific problems provided for students to solve that demonstrate the ability to use mathematical or scientific formulas for problem solving
· A multiple choice or short response quiz to confirm knowledge of vocabulary
· A structured writing assignment to confirm grammar and spelling skills
· A grading policy that includes each graded activity or graded category that leads to the students’ final grades
· If a weighted grading scheme is used, an explanation statement of how the weights are used to calculate the final course grade
· Use of rubrics and checklists
· The use of traditional quizzes/tests, demonstrations, written papers, critical thinking questions, group work, etc.
Examples that do not meet Best Practices
· An objective for writing a persuasive essay but the assessment is multiple choice
· All course assessments are one format
· Assessment types include skills that have not been covered in the course (research)
· A time frame greater than 2-weeks between assessments
b.
c.
d.
e.
Component 7: Instructional Materials (from Step 3)
Component / Status(Yes/No) / Examples / Instructor Notes
a. The instructional materials align with stated unit objectives leading to the achievement of the objectives
b. The purpose of the materials is clearly explained to the students
c. How students are supposed to use each of the materials is clearly stated
d. All materials used reflect current content and research
e. If there is a delineation of required and optional materials, the difference is clearly stated to the students / a. / The focus of this example is the alignment of instructional materials with course objectives and does not make content quality-related judgments about the materials.
· URL links to external websites include a purpose and instructions for usage
· The function of all multimedia content items include a text-based description and instructions for usage
· The relationships between content items is clearly explained
· A variety of content types is used (text, images, graphs, charts, video, animations, websites, etc.)
Recommendations
1. Supplement instructional materials provided by the publisher with customized or additional content located and/or created by the instructor
2. Incorporate a variety of content formats
3. Provide multiple opportunities for students to interact with content within each course unit
4. Check all URL links to external websites prior to the beginning of each semester
5. Continuously explore new resources
b.
c.
d.
e.
Component 8: Interaction, Engagement, and Active Learning