1. Faculty and Course Development for Online Degree Programs Center for Online Learning Georgia Southern University Deborah Champion, Coordinator David Lloyd, Technical Training and ID Raleigh Way, Lead ID 1

2. Obtain Presentation Handout 2 http://vtext.valdosta.edu/ Faculty and Course Development for Online Degree Programs Georgia Southern University Raleigh Way Deborah Champion David Lloyd

3. Center for Online Learning History Report to Academic Affairs COL formed fall 2008 Create courses for online degree programs Train and support faculty in those programs 30-45 courses per semester Stipends for two groups of faculty: ◦ DTOC (Developing and Teaching Online Course) ◦ ATOC (Adopting and Teaching Online Course) 3

4. COL 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 Function 4

5. There was not a consistent approach to course structure. Content was simply imported into courses and placed on the home page. Students had to figure out what was expected and where to find the content. Before COL Course Development 5

6. The course development template imposes consistent course structure and organization. It also incorporates elements of best practice for online course delivery. Think of this from a student’s perspective. COL Course Template 6

7. Use of learning modules to organize instructional events Learning Modules 7

8. Courses identified Courses identified Two-weeks of online training Consultation with COL Course construction WebCT 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 in courses to model expectations, but work with the faculty to help them learn how to do it independently. 12 3 4 Faculty and Course Development Process 8

9. 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 Faculty 9

10. Timeline for Course Development 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. 2 modules 4 modules Course completed Preflight 3 Weeks* 6 Weeks~15 WeeksVariable Weeks Weeks for Development and Deliverables Course live 4 Weeks * Three weeks after the two-week training ends. 10

11. Two-Week Online Course (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.php Course template Demo: 11

12. Module 1 Talking about Teaching Audio/video: Online Assessment Discuss online teaching needs/concerns Quiz over audio/video presentation Assignment: Practice submitting assignment Reflection journal 12

13. Module 2 Bloom’s Taxonomy Audio/video: Bloom’s Taxonomy and Alignment Quiz Discussion about program standards Assignment: Alignment: objectives-activities-assessment Reflection journal 13

14. Module 3 Online Communication Strategies Reading: Online Communication Strategies Wimba Classroom practice Discussion: Developing Discussion Strategies Reflection journal 14

15. Module 4-A (for DTOCs) Designing a Learning Module 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

16. Module 4-B (for ATOCs) Adopting an Online Course Audio/video: Adopting and Teaching an Online Course Readings: Class Begins! What to do Discussion What are your concerns? Survey – Your Input 16

17. Outcomes 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

18. Course is not a be-all-end-all; it is a starting point. 18

19. Obtain Presentation Handout 19 http://vtext.valdosta.edu/ Faculty and Course Development for Online Degree Programs Georgia Southern University Raleigh Way Deborah Champion David Lloyd