Major Conceptual Frameworks Boost Quality in Online Course Design with a For-Credit Class Joni Tornwall, RN, MEd The Problem Increasing demand for assistance with online course design and development. Challenges Lack of faculty time to commit to course design Gap in knowledge of good instructional design principles and technical expertise in the online environment Desire to ensure quality and student success in online courses Inadequacy of short workshops and seminars to meet the need Call for learning community around online course design/delivery Opportunities Administrators already asking GTAs to develop online courses Need for a for-credit course in online course design in an Education minor Faculty/staff desire for ongoing support throughout design process Feedback from Students “This was one of the best courses I've ever taken. I recommend that every instructor or faculty member seeking to develop an online course enroll in this class. A well-organized online class sets the foundation for student learning, and I learned a tremendous amount of real-life, practical skills and information.” “Course produced a paradigm shift in my teaching efforts!” Impact of Course Design Class Course Design Major Conceptual Frameworks Student creates a course that contains: Online Course Quality Matters Backward Design Authentic Learning 41 Courses developed 1,627 Learners affected per term Courses Developed 10 Faculty 27 Academic Courses 11 Professional Dev’t Introduction a course introduction that meets Standard 1 Support student support information that meets Standard 7 Accessibility accessibility considerations that meet Standard 8 Content Design a table/course schedule of all course- and module-level learning objectives, assessments, and activities, with demonstrated alignment in those elements One Module at least one fully developed module, including all course materials and activities/assessments 18 Graduate Teaching Assistants 13 Staff 3 Training Course Developers