1. SCAD-eLearning Course Development Workshop
Session 1: Introduction to Course Development
[These notes are provided to ensure instructional consistency across various trainers, sessions, and cohorts. Trainers may vary presentation style, pacing, specific examples (not included in this PowerPoint), to fit the particular needs of the training session, trainers, and cohort. Changes to this PowerPoint and these notes should not be made without first consulting the instructional designer assigned to oversee this workshop or without first consulting and revising the workshop plan. The following notes on each slide are provided to ensure that a session may be completed even if a trainer has to be substituted at the last minute.]
EA moderates throughout session and ensures that the session is completed in the time allotted. ID takes the lead during instructional design sections and responds to specific developer questions, but EA is responsible for ensuring the overall pacing and timeliness of the session.
General Welcome to Session 1 and Course Development Training.
Ensure participants are comfortable and ready to begin.
Ensure that all trainer materials (handouts, examples, technology needs) are in place before moving on.
EA begins session when these conditions are met.

2. Introductions
These transition slides are provided between sections to allow for breaks or moments to interject a quick comprehension check or discussion with the developers.

3. Introductions—Trainers
eLearning Analyst (eLA)
eLAs at SCAD provide technical and pedagogical training and support to faculty who develop or teach fully online courses, as well as faculty who use Blackboard to enhance their on-campus courses.
Instructional Designer (ID)
IDs at SCAD ensure the instructional soundness of all fully online courses by overseeing the design, production, and revision processes.
Trainers introduce themselves.
These basic job descriptions are to provide a “taste” of what the ID and EA do without getting too bogged into details. Remembe,r at this point the developers may not have any knowledge or understanding of how SCAD-eLearning is organized. This will come in later slides.
Individual trainers should augment this visual info with personal/professional tidbits to help establish credibility and create the proper level of formal/informal relationship.

4. Introductions—Developers
Introduce yourself to the group:
Which course are you developing?
What, if any, experiences have you had with online education?
EA leads discussion
ID responds if and when appropriate
Developer Introductions should ideally create an environment where:
everyone feels safe to discuss their assigned course with one another
the diversity of SCAD-eLearning’s course offerings is apparent
a baseline may be created about how familiar the developers are with online education.
Adjust pacing accordingly to match the developers’ levels of comfort and competency in this area.

5. Session Overview SCAD-eLearning Overview Course Development Process
Learning Outcomes
Session Wrap-up
EA leads
Good time to ask if they did heir homework.

6. SCAD-eLearning Overview
Try not to spend more then five minutes on this section as time will be needed for the later sections.
This section is snapshot and not an exhaustive presentation.

7. SCAD-eLearning Organization
Vice President
administrates eLearning and interacts with college administrators
Instructional Design
ensures instructional quality
creates master courses
eLearning Services
trains and supports faculty and students
manages live courses
EA overviews the organization.

8. SCAD-eLearning—Then Summer 2003: ARTH764: Rock Art: Legacy of Lascaux
Fall 2003:
5 courses
26 seats
EA leads
The history of SCAD-eLearning plays out across several points.
Summer 2003: ARTH764 was the first pilot course developed.
Fall 2003 was the first quarter to offer multiple courses
Slide shows the Physical resources building because SCAD-eLearning was located inside those doors until Summer 2005.

9. SCAD-eLearning—Now Students 1,124 seats total 803 individual students
440 Savannah students
144 Atlanta students
7 Lacoste students
212 fully online distance students
Recent Award
Instructional Technology Council: 2007 Outstanding Distance Education Program
EA leads
[Slide should be updated regularly]

10. SCAD-eLearning—Now Degree Programs Bachelor of Arts Master of Arts
Master of Fine Arts
Certificate
Graduate Certificate
EA leads
[Slide should be updated regularly]

11. Course Development Process
Again, try not to spend more than five minutes on this section.
This is a snapshot of the course development process and not an exhaustive presentation.

12. SCAD-eLearning Courses
A SCAD-eLearning “course”:
represents 10-weeks (50 hours) of instruction
operates “asynchronously”
consists of “lecture,” discussion, assessment, and hands-on project work
meets accreditation requirements for student/student and student/professor interaction
uses rich media to support a variety of learning styles.
EA leads
Spend a moment defining “asynchronous” and highlighting the difference between “asynchronous” and “synchronous” as this will be a very important concept to grasp.

13. Live Course Section 1 Live Course Section 2 Master Course
EA leads
Developers need to understand that they are contracted to build a Master course that others professors will need to use.
This session is the first step in creating a Master course.
Live Course Section 3

14. Roles in Course Development
Course Developer
Instructional Designer
EA leads
Point out that the developer is part of a group working to create each course and is not working alone. This is why it is important to remain in contact with his or her Instructional Designer and meet the contracted deadlines.
Media Designer
eLearning Analyst

15. Instructional Design Process
Assignments
and Assessments
Outcomes
Content
“Which knowledge, skills, or attitudes should students have after completion of this unit or course?”
"What do I have to teach to support students’ achievement of outcomes and completion of assignments?”
"How can students demonstrate achievement of the outcomes?”
ID leads

16. Course Development Process
Course Development Training
Session 1 You are Here!
Session 2
First Meeting with ID

17. Course Development Process
Course Development Training
Delivery of Syllabus and Outcomes Matrix
Review Point 1

18. Course Development Process
Course Development Training
Delivery of Assessments, Assignments, and Interactions for Units 1 – 5
Review Point 1
Review Point 2

19. Course Development Process
Course Development Training
Delivery of Assessments, Assignments, and Interactions for Units 6 – 10
Review Point 1
Review Point 2
Review Point 3

20. Course Development Process
Course Development Training
Delivery of Text Content and Media for Units 1 – 5
Review Point 1
Review Point 2
Review Point 3
Review Point 4

21. Course Development Process
Course Development Training
Delivery of Text Content and Media for Units 6 – 10
Review Point 1
Review Point 2
Review Point 3
Review Point 4
Review Point 5

22. Course Development Process
Course Development Training
ID Reviews all submissions for issues such as:
rubrics
information architecture
copyediting
media needs
instructional soundness.
Review Point 1
ID Review
Review Point 2
Review Point 3
Review Point 4
Review Point 5

23. Course Development Process
Course Development Training
Developer Responds to the ID Review and Resubmits
Review Point 1
ID Review
Respond
and
Resubmit
Review Point 2
Review Point 3
Review Point 4
Review Point 5

24. Course Development Process
Course Development Training
Review Point 1
ID Review
Respond
and
Resubmit
Review Point 2
Review Point 3
Post-Production
And
Media Development
ID Leads
Post-Production and Media Development tasks include: (taken from official flowchart):
Page layout in Dreamweaver
Image editing and optimization
Other media optimization
ADA compliance
Copy Editing
Text Styling
Rich-media development (FLASH, HTML galleries, etc.)
Banners, unit icons, Javascript menus
Links and pop-ups
Custom header/bullet treatments
Text call-outs
Review Point 4
Review Point 5
Blackboard Integration
Quality Assurance
Administrative Review

25. Why this process?
Course adjustments are harder to make in the fully online environment.
Lack of casual feedback
Technology
Time and distance
ID leads
Causal feedback: non-verbal feedback such as ey -contact with students and verbal feedback, such as overhearing students chatting with each other about assignment instructions.
Technology: the interfaces required just to get to the class, interact, and submit work.
Time and Distance: students operate on different time schedules “asynchronously” and may be scattered throughout the world.

26. SCAD-Savannah ID Leads Time and distance issues:
SCAD Savannah students may attend classes at a scheduled time and are located in Savannah, GA or the surrounding area.
Emphasize the conveniences of this situation.

27. SCAD-eLearning ID Leads Time and distance issues:
SCAD-eLearning students attend classes throughout the week and are located anywhere on the planet (with Internet access).
Emphasize the obstacles of this situation. However, make a point of noting that this will expand the variety of students that may be able to take the classes and may also result in a wider variety of work and cultural influences. Overall a less homogeneous body of work will be presented during the class.

28. Discussion
How does SCAD-eLearning’s course development process and the role of Course Developer differ from what you may have previously experienced?
EA leads
ID responds as needed
Try to limit to about five to ten minutes, enough time to gather input from everyone but not get too deep into issues. Remember time is of the essence in this session and there will be several more opportunities for discussion.

29. Learning Outcomes, Part 1: Basics
Good time for a short break. ID is the leader for the three parts of “Learning Outcomes” and will be talking a lot. Both ID and participants may benefit from a break before moving onto rather technical information.

30. Goals and Outcomes Goals:
articulate the general aims of the unit (or course)
are usually described in the context of some overarching purpose.
In this unit, the students will learn the names of the Drawing and Type tools in the Photoshop toolbox.
ID Leads

31. Goals and Outcomes Outcomes:
are competencies that students develop as a result of the learning, experience, exposure, etc. provided in the unit (or course)
emphasize skills resulting from a mastery of knowledge and the use of the languages of visible, measurable proof.
After completing this unit, the students will be able to list the names of all of the Drawing and Type tools in the Photoshop toolbox.
ID Leads

32. Outcome Components Audience who will be learning Behavior
what you want them to learn (knowledge, skill, attitude)
Condition
the circumstances under which the behavior will be performed or the degree to which it will be performed
ID leads

33. Goal or Outcome? The student will:
understand the impact of the Great Migration on African-American literature
identify items in the software toolset
compare and contrast different styles of combined light sources in contemporary portraiture
learn key terms related to scale, proportion, and dynamic symmetry
ID leads as comprehension check
Show one at a time as allowed by the animation. Each was taken from the flash cards in the online CDW and are examples taken from actual courses.
Goal
Outcome

34. Learning Outcomes, Part 2: Writing Outcome Behaviors

35. Remember your A, B, Cs. Audience: the students in your course
Behavior: ?
Conditions:
depend on what is expected
as specific as necessary (no more or no less)
ID Leads
Audience for each course has particular characteristics, needs, and prerequisite knowledge, skills, and attitudes that need to be taken into consideration.
Behavior is unknown as that is what the developers need to determine.
Conditions depend on the behavior and need to be detailed for the course but not so specific that they take in items that are not actually necessary and are supplemental for the course.

36. Writing Outcome Behaviors
Which level of competency is expected?
Which knowledge, skill, or attitude is to be demonstrated?
Which demonstrable verb best applies?
ID Leads
Review these questions quickly as the rest of this section is about how to answer each of them.

37. Bloom’s Taxonomy Evaluation Synthesis Analysis Application
Knowledge
Synthesis
Application
Comprehension
Analysis
Evaluation
abstract
ID Leads
Provide and give overview of handout: “Writing Outcomes—Levels, Skills, and Verbs”.
Do not refer to the lower levels are easier than the higher levels. Some very difficult courses are chocked full of knowledge level outcomes but are very difficult – first year of Med school is mostly memorization. Many evaluation tasks may be easy to complete if you have all of the foundations in place.
Each level with corresponding skills and verbs will be introduced in the following slides. If possible, use an object in the room as an example for each level.
For example, having knowledge of a “chair,” having comprehension of a “chair”, etc. (The video projector works well. Knowledge: Students will be able to list the individual parts of the projecto; Comprehension: Students will be able to differentiate between the digital video projector and an opaque overhead projector; Synthesis: Students will be able to create detailed schematic drawings for a projector that will function in (pick an environment)).
concrete

38. Knowledge Skills demonstrated: recall of information
Demonstrable verbs:
define, identify, list, name
ID Leads
Use the language from the handout to ensure a consistent message.

39. Comprehension Skills demonstrated: interpret facts grasp meaning
Demonstrable verbs:
classify, describe, differentiate, explain
ID Leads
Use the language from the handout to ensure a consistent message.

40. Application Skills demonstrated: use information Demonstrable verbs:
apply, demonstrate, implement, (most task-specific verbs such as ink, draw, or render)
ID Leads
Use the language from the handout to ensure a consistent message.

41. Analysis Skills demonstrated: seeing patterns organizing parts
Demonstrable verbs:
analyze, arrange, classify, compare
ID Leads
Use the language from the handout to ensure a consistent message.

42. Synthesis Skills demonstrated: use old ideas to create new ones
predict, draw conclusions
Demonstrable verbs:
create, design, modify, predict
ID Leads
Use the language from the handout to ensure a consistent message.

43. Evaluation Skills demonstrated:
assess and verify value of theories, presentations, evidence, etc.
make choices based on reasoned argument
Demonstrable verbs:
assess, critique, evaluate, rank
ID Leads
Use the language from the handout to ensure a consistent message.

44. Learning Outcomes, Part 3: Examples
Take a break, vary the length based on time left.
A break now will help with a comprehension check that follows the break.
They will need their homework outcomes for the next section
BEFORE MOVING ON: POP QUIZ
Ask each developer to identify the skills demonstrated and the verbs associated with each level of competency. (This is to see if they are at Knowledge Level. Explain to them that this is the purpose of this and example of how small comp checks can be useful even if they are informal. The y MAY read directly from their notes if need be.

45. Knowledge (examples)
List the major monuments of Etruscan and Roman art and architecture.
Identify naming and directory structure conventions for proper and efficient file organization.
Match early comic-book super heroes with their creators.
Identify key features of the AutoCAD user interface and describe their functions.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is knowledge and if so to share it.
Examples explained:
1)* Behavior/Skills demonstrated: recall of information (specifically, the major monuments associated with Etruscan and Roman art and architecture)
* Demonstrable verb: "list"
2)* Behavior/Skills demonstrated: recall of information (specifically, naming and directory structure conventions for proper and efficient file organization)
* Demonstrable verb: "identify"
3)* Behavior/Skills demonstrated: recall of information (specifically, early comic-book super heroes and their creators)
* Demonstrable verb: "match"
4)* Behavior/Skills demonstrated: recall of information (specifically, key features of the AutoCAD user interface)
* Demonstrable verbs: "identify" and "describe"

46. Comprehension (examples)
Explain kinetic typography’s role in delivering market-specific messages to various target audiences.
Describe the effects of pulp fiction on adventure strips.
Distinguish between the requirements for designation as a National Historic Landmark and the requirements for listing on the National Register of Historic Places.
Differentiate between the terms scale and proportion.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is comprehension and if so to share it.
Examples explained:
1) Behavior/Skills demonstrated: inference of causes (specifically, kinetic typography’s role in delivering market-specific messages to various target audiences)
Demonstrable verb: "explain"
2) Behavior/Skills demonstrated: inference of causes (specifically, the effects of pulp fiction on adventure strips)
Demonstrable verb: "describe"
3) Behavior/Skills demonstrated: interpretation of facts (specifically, the requirements for designation as a National Historic Landmark and the requirements for listing on the National Register of Historic Places)
Demonstrable verb: "distinguish"
4) Behavior/Skills demonstrated: articulation of meaning (specifically, the meanings of the terms scale and proportion)
Demonstrable verb: "differentiate"

47. Application (examples)
Demonstrate the use of special effects filters, with an emphasis on retaining the integrity of the original photograph.
Insert static images and rollover graphics into an HTML page using Dreamweaver.
Mix and use the central neutral and other color combinations.
Produce a 3-D drawing in AutoCAD by erasing, copying, moving, rotating, and scaling geometric shapes.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is application and if so to share it.
Examples Explanations:
1) Behavior/Skills demonstrated: use of information to perform tasks (specifically, application of special effects filters to photographs)
Demonstrable verb: "demonstrate"
Condition: "with an emphasis on retaining the integrity of the original photograph"
2) Behavior/Skills demonstrated: use of information to perform tasks (specifically, insertion of images and rollover graphics into an HTML page)
Demonstrable verb: "insert"
Condition: "using Dreamweaver"
3) Behavior/Skills demonstrated: use of methods, concepts, or theories in new situations (specifically, mixing the central neutral and other color combinations in a painting project)
Demonstrable verbs: "mix and use"
4) Behavior/Skills demonstrated: problem solving using required skills or knowledge (specifically, using a variety of AutoCAD techniques to create a 3-D drawing)
Demonstrable verb: "produce"

48. Analysis (examples)
Analyze Etruscan and Roman art works with regard to foreign influences.
Compare and contrast the art of Rembrandt and Vermeer.
Analyze a photographic image based on the principles of Gestalt.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is analysis and if so to share it.
Examples explained:
1) Behavior/Skills demonstrated: identification of the significance of components of a whole (specifically, foreign influences on specific art works)
Demonstrable verb: "analyze"
2) Behavior/Skills demonstrated: recognition of similarities and differences (specifically, similarities and differences between two artists)
Demonstrable verbs: "compare and contrast "
3) Behavior/Skills demonstrated: interpretation of patterns and organization of parts (specifically, interpretation of the parts of an image and their relationships with respect to the whole)

49. Synthesis (examples)
Develop a product-design document that includes a definition of the product's core, the feature set, and rules for implementation of the feature set.
Refine a chosen design idea, paying attention to the principles of dynamic symmetry, methods for creating unity, and methods for developing a focal point.
Design a Web site with consideration for the following: intuitiveness of user interface, accessibility of content, and consistency of presentation.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is synthesis and if so to share it.
Examples explained:
1) Behavior/Skills demonstrated: collection and presentation of knowledge from several areas (specifically, collection and presentation of a variety of product-design drivers into an informative design document)
Demonstrable verb: "develop"
2) Behavior/Skills demonstrated: relation of knowledge from several areas (specifically, consideration for the synthesis of a variety of design devices to inform a design revision)
Demonstrable verb: "refine"
3) Behavior/Skills demonstrated: relation of knowledge from several areas (specifically, consideration of a variety of design guidelines to inform a Web site design)
Demonstrable verb: "design"

50. Evaluation (examples)
Recommend packaging for a common product, with consideration for such factors as size, overall need for a redesign, and understanding of the target market.
Judge the narrative of a game according to its structure, its ability to create dramatic tension, and its ability to respond to player choice.
Evaluate the changing role of digital photography in the world of photojournalism.
ID Leads
Point out how the outcomes use the demonstrable verbs to measure specific skills. Remind them to look at the Bb course for more examples and greater details.
EA asks developers (possibly a specific developer) if they have an outcome that is evaluation and if so to share it.
Examples explained:
1) Behavior/Skills demonstrated: choosing among a variety of options, based on reasoned argument
Demonstrable verb: "recommend"
2) Behavior/Skills demonstrated: assessment of quality or value, based upon specified determinants
Demonstrable verb: "judge"
3) Behavior/Skills demonstrated: comparison and discrimination between ideas (specifically, ideas about digital photography and photojournalism)
Demonstrable verb: "evaluate"

51. Session Wrap-up

52. Contract Milestones Session 1 (Week 1): Group workshop [COMPLETED]
ID Meeting (Week 3): F-2-F meeting with ID
Review Point 1 (Week 4): Delivery of matrix and syllabus
Review Point 2 (Week 7): Units 1 – 5 Assignments, Assessments, Interactions
Review Point 3 (Week 10): Units 6 – 10 Assignments, Assessments, Interactions
EA leads
Shows completion of the first phase and previews upcoming phases.

53. Contract Milestones Session 3 (Week 11): Group workshop
Review Point 4 (Week 14): Units 1 – 5 Content
Review Point 5 (Week 18): Units 6 – 10 Content
Post-Production and QA (Week 22): Instructional and Media Designers
Administrative Review (Week 24): Department Chair (or Dean)
EA leads
Previews upcoming phases (cont’d.).
Explain that this is the expected timeframe and point out that it takes discipline to keep deadlines.
Session 3 is designed to get them off to a good start as the start the most difficult part of the process.

54. Online Course Development Workshop
Go to MySCAD
Select MyCourses
Click “Access online course material in Blackboard.” under SCAD-eLearning
EA leads
Open Browser window and show the developer how to access the online course.

55. The Matrix
EA leads
The matrix is introduced. Developers are shown how to access the matrix and they are allowed to use it now if they feel ready. The matrix will be explained in details during Session 2.

56. For the Next Session Login to the Blackboard course.
Download the Matrix.
Create 10 outcomes.
Resources are available within the course.
Erin Ebert
Scott Dinho
EA leads
End of session wrap-up and homework assignment.
If they cannot figure out the matrix now, they can just make a list of outcomes on a Word DOC.