Creating Standardized Course Design David Martin Nellie Modaress Rosann O’Dell Norbert Belz Rose does greeting/welcome; provides personal story about how being a student can inform ones online course strategies as faculty.

KU Medical Center Rose

KU Medical Center Rose / David

What is HIM? Rose - HIM professionals possess clinical, IT&S, and management skills to perform a variety of jobs in healthcare ©iStock.com licensed image

Why Standardization Reduction in student frustration with course organization [HIM examples] Prior online experience – instructor & student: Hunting vs. Learning Posting to post Clarity of information Overwhelming Nursing: Student feedback Literature Review Quality Matters Accreditation Standards All

Why Standardization: Literature Review Standardized course designs results in creating and organizing a framework of course templates that result in a path to online learning that is student centered and allows the institution to scale up enrollment with quality education (Schnetter et al., 2014) Quality course development is consistency in design. To increase the comfort level of students, all courses in a program should have a similar look and feel. Online courses need similar design, organization, and structure across the modules within the course and within the coursework in a program (Borgemenke et al., 2013). Although structure of course design is pivotal to success; process of content delivery is also key to successful online courses (Schnetter et al., 2014) Nellie

Why Standardization Expanding course enrollment (multiple sections) Financial Viability Application of QM Rubric (ie. Faculty-student ration, course design, etc.) New faculty orientation Less questions about format, more focus on learning David

Why Standardization Ability to respond to increasing student volume Effective utilization of additional faculty (adjuncts) Focus on Strengths: Division of task/responsibilities in course design, delivery and evaluation Utilize service sector professional workforce for online student interaction David

Why Standardization Link and align course content and overall program content Identification of program terminal outcomes Determination of curriculum themes Nationally accepted curriculum outcomes promoted identification of curriculum themes Course structures followed curriculum themes David

Why Standardization Improve process of program accreditation Utilization of a learning management system to collect evidence needed to meet accreditation standards Innovation in education Faculty can focus on creative content and delivery David

Nursing Approach: Standardization Welcome document based on Quality Matters rubric Blackboard template ADA requirements Faculty-developed Nursing course template Beginning of Semester checklist Nellie

Nursing Approach: Standardization Snapshot of BB template Course design Beginning of semester checklist UDL course Nellie

Nursing Bb Template

Welcome Template

Beginning of Semester Checklist

HIM Approach: Standardization Blackboard Template Consistent due times Hybrid courses-flipped classroom Online discussion boards: required posts to view others, on-campus assignments in discussion boards Incorporating online post in class discussions HIM Check-list Rose

HIM Approach LMS Checklist: [hand out] Rose

HIM Approach: Standardization Rose

HIM Approach: Standardization Rose

Effectiveness Student feedback Faculty feedback & experiences David / Rose / Nellie

Challenges Faculty resistant to change Time commitments and resources Adjuncts Culture shift Rose/David/Neliie

Lessons Learned Best practices approach On-going semester planning sessions Standardization a necessity, but challenging Patience is a virtue Involve faculty in the process Technology helps, but does not solve problems Resistance  not understanding Seek help – use your resources Rose and all

Next Steps Creativity in delivery content: Integrating multimedia & student accountability Pre-record most/all lectures Continuous quality improvement Mentoring faculty Rose / David / Nellie

Are you convinced? How can we help?

References Bachman, C. M., & Stewart, C. (2011). Self-Determination Theory and Web-Enhanced Course Template Development. Teaching of Psychology, 38(3), 180–188. http://doi.org/10.1177/0098628311411798 Berrett, D. (2012). The Imperfect Art of Designing Online Courses: Rio Salado College, Kaplan U., and a Drexel U. graduate program follow similar models. The Chronicle of Higher Education. Borgemenke, A. J., Holt, W. C., & Fish, W. W. (2013). Universal Course Shell Template Design and Implementation to Enhance Student Outcomes in Online Coursework. Quarterly Review of Distance Education, 14(1), 17–23. Schnetter, V. A., Lacy, D., Jones, M. M., Bakrim, K., Allen, P. E., & O’Neal, C. (2014). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635–640.