Faculty and Course Faculty and Course DevelopmentDevelopment

forforOnline Degree ProgramsOnline Degree Programs

Center for Online LearningGeorgia Southern UniversityDeborah Champion, Coordinator

David Lloyd, Technical Training and ID

Raleigh Way, Lead ID

1

Obtain Presentation Obtain Presentation HandoutHandout

2

http://vtext.valdosta.edu/

Faculty and Course Development for Online Degree Programs

Georgia Southern University

Raleigh WayDeborah ChampionDavid Lloyd

Center for Online Learning Center for Online Learning HistoryHistoryReport to Academic AffairsCOL formed fall 2008Create courses for online degree

programsTrain and support faculty in those

programs30-45 courses per semesterStipends for two groups of faculty:

◦DTOC (Developing and Teaching Online Course)

◦ATOC (Adopting and Teaching Online Course)

3

COLCOL

Faculty Development• GeorgiaView Training• Pedagogical Training• Ongoing Consultation

Call Center • Prospective Students• Current Students

GOML Support• Prospective Students• Current Students• Faculty Support

Course Development

• Course Construction• Course Review

Administrative Oversight• Coordination programs/courses• Coordination of course development• Staffing

COL Structure and COL Structure and FunctionFunction

4

There was not a consistentapproach to course structure.

Content was simply imported into courses and placed on the home page.

Students had to figure outwhat was expected and whereto find the content.

Before COL Course Before COL Course DevelopmentDevelopment

5

The course development templateimposes consistent course structure and organization. It alsoincorporates elements of best practice for online coursedelivery.

Think of this from a student’s perspective.

COL Course COL Course TemplateTemplate

6

Use of learning modules to organize instructional events

Learning ModulesLearning Modules

7

CoursesidentifiedCourses

identified

Two-weeks of online training

Two-weeks of online training

Consultation with COL

Consultation with COL

Course construction

Course construction

WebCT trainingWebCT training

1. Courses and faculty identified by Deans and Chairs; faculty sign a Memorandum of Agreement (MOA).

2. Two-week online training introduces faculty to the COL’s course template and basic online instructional design concepts.

3. Faculty consult with instructional design staff to conceptualize the course. Faculty also attend WebCT technical training workshops.

4. Course construction begins. The COL builds the first two modules incourses to model expectations, but work with the faculty to help them learn how to do it independently.

1 2

3

4

Faculty and Course Faculty and Course Development ProcessDevelopment Process

8

• Two-week online training course– 4 modules (Each requires approximately 2 hours)– This course focuses on teaching, not technology– Models the course template and approach to course design

• Technical face-to-face training– 4 technical workshops (1.5 hours each) (or TEST OUT)

• GeorgiaVIEW (Various: assignments, quizzes, grading discussions, etc.)• Audio/Visual software for online “lectures”• Wimba• Google Apps (Docs, Sites)• Web 2.0 technologies• Others

• Course consultation and development (Hours? Complexity?)

Time Investment for Time Investment for FacultyFaculty

9

Timeline for Course Timeline for Course DevelopmentDevelopment

• Approximately 30-45 courses a semester• One to three semesters to build a whole course• Faculty must meet deliverable due dates. This

varies depending on when course goes live.

2modules

4modules

Coursecompleted

Preflight

3 Weeks* 6 Weeks ~15 Weeks Variable Weeks

Weeks for Development and Deliverables

Courselive

4 Weeks

* Three weeks after the two-week training ends.10

Two-Week Online Two-Week Online CourseCourse(Module Names/Topics)(Module Names/Topics)

• M1 - Talking about Teaching• M2 - Bloom’s Taxonomy• M3 - Online Communication Strategies• M4-A - Building a Learning Module (on paper)• M4-B - Adopting an Online Course

Show online training course and course template.

http://academics.georgiasouthern.edu/col/id/demo_course.phpCourse template Demo:

11

Module 1Module 1Talking about TeachingTalking about Teaching

• Audio/video:• Online Assessment

• Discuss online teaching needs/concerns• Quiz over audio/video presentation• Assignment:

• Practice submitting assignment• Reflection journal

12

Module 2Module 2Bloom’s TaxonomyBloom’s Taxonomy

• Audio/video:• Bloom’s Taxonomy and Alignment

• Quiz• Discussion about program standards• Assignment:

• Alignment: objectives-activities-assessment• Reflection journal

13

Module 3Module 3Online Communication Online Communication StrategiesStrategies

• Reading:• Online Communication Strategies

• Wimba Classroom practice• Discussion:

• Developing Discussion Strategies• Reflection journal

14

Module 4-A (for DTOCs)Module 4-A (for DTOCs)Designing a Learning Designing a Learning ModuleModule

• Audio/video:• Course Info – Start Here• Learning Modules

• Readings:• Wrapping It Up• Class Begins! What do I do

• Assignment:• Design a Learning Module (On paper)

• Survey – Wrapping It Up• Reflection journal

15

Module 4-B (for ATOCs)Module 4-B (for ATOCs)Adopting an Online Adopting an Online CourseCourse

• Audio/video:• Adopting and Teaching an Online Course

• Readings:• Class Begins! What to do

• Discussion• What are your concerns?

• Survey – Your Input

16

Outcomes for ParticipantsOutcomes for Participants• Gain a student’s perspective• Familiarity with course template• Tools: LMs, quiz, assignment, discussion, reflection,

feedback, grading forms, audio/video, etc. • Functional knowledge of

• Alignment between objectives, learning activities, assessments

• Program standards and accreditation agencies• Key strategies for engaging the students in learning:

• Organizing instructional events in learning modules• Explicit instructions in assignment documents • Explicit guidelines for discussion activities• Use of quizzes as teaching tool, etc.

• Common vocabulary among faculty and COL staff about course design

17

Course is not a be-all-Course is not a be-all-end-all;end-all;

it is a starting point.it is a starting point.

18

Obtain Presentation Obtain Presentation HandoutHandout

19

http://vtext.valdosta.edu/

Faculty and Course Development for Online Degree Programs

Georgia Southern University

Raleigh WayDeborah ChampionDavid Lloyd