COURSE DEVELOPMENT PROCESS OVERVIEW AND GUIDELINES Janie Barnett Linda J. Smith 6/14/2016 Linda J. Smith - Coordinator, Online Courses

THE COURSE DEVELOPMENT TEAM SUBJECT MATTER EXPERT (SME) GROUP AACRAO STAFF ROLE: Focal point for determining professional development needs Facilitates communication for the team Coordinates needed resources Ensures that the team product addresses needs of organization members Provides marketing support LEARNING DESIGNER ROLE: Provides guidance to the team through the course development process Determines what learning activities will best engage target learners to view course content, understand concepts, and be able to apply concepts to demonstrate achievement of learning objectives Identifies ways for learners to practice application of concepts Devises ways for learners to demonstrate achievement of learning objectives Incorporates team feedback on course design Builds the course in the learning management system SUBJECT MATTER EXPERT (SME) GROUP ROLE: Identifies professional competencies needed by organization members Participates in analysis of target learner audience Participates in development of initial course concept Participates in definition of learning objectives and development of course plan Provides feedback on course design TECHNICAL SUPPORT ROLE: Consults on technology needs to implement course design Provides resources for course materials development (e.g., videos) 6/14/2016 Linda J. Smith - Coordinator, Online Courses

COURSE DEVELOPMENT OVERVIEW Organizational Context (Type of institution, size, location, culture) 6. COURSE DELIVERY Review completed course Revise as needed Course ready for learners Job Job requirements Competencies needed for job 5. COURSE CREATION Create syllabus Locate/create course content (books, articles, videos, etc.) Build course structure on LMS Set up course materials, learning activities, etc. 1. BEGIN COURSE PLANNING Development needs filter: What kinds of persons are in the target learner group? What competencies do they lack? What are the priority competency needs? What are the relationships among competencies needed? Professionals Needing Development (Learner Group) 3. COURSE PLANNING Level 1: Define specific learning objectives Identify course content needs Identify general topic areas for course modules Level 2: Determine number of modules Define specific learning objectives for course modules Determine logical organization for sequence of course modules 4. COURSE DESIGN Determine what learning activities will best engage target learners to view course content, understand concepts, and be able to apply concepts to demonstrate achievement of learning objectives Identify ways for learners to practice application of concepts Devise ways for learners to demonstrate achievement of learning objectives 2. INITIAL COURSE CONCEPT Select subset of competencies needed Define characteristics of target learner group Consider target for course length (e.g., 1, 2, 3, 4 weeks) 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Course Development Team Collaboration Process Step Team Members AACRAO Staff – S Subject Matter Experts – SMEs Learning Designer – LD Technical Support - TS Team Roles 1. Needs analysis S, SMEs, LD Team collaborates to identify needs to be addressed with a course. 2. Initial course concept Team collaborates to specify the scope and target audience for the course. 3. Course plan Team collaborates to define specific learning objectives for competency achievement, overall course structure, and course content sources (e.g., AACRAO books, articles, new papers). 4. Course design LD, S, SMEs Using the overall course structure, the learning designer devises course activities to: a) engage learners with learning materials, b) provide practice for concept application, and c) demonstrate achievement of target competencies. Team reviews course design and provides feedback. 5. Course creation LD, TS, S, SMEs Learning designer implements course design on the learning management system with the assistance of technical support as needed. 6. Course delivery Team reviews completed course on the learning management system and provides feedback. Learning designer modifies course as needed. 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Linda J. Smith - Coordinator, Online Courses PROCESS DETAIL HIGHLIGHTS 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Development needs filter: 1. BEGIN COURSE PLANNING Development needs filter: What kinds of persons are in the target learner group? What competencies do they lack? What are the priority competency needs? What are the relationships among competencies needed? The characteristics of persons in the target learning group will affect decisions about what should be covered in the course and the way it should be presented. For some learning needs, it may be best to set up a series of related courses rather than try to serve all possible learner types and needs in a single course. What kinds of institutions do they work for? Public, private, for-profit Community college 4-Year University Full scale university (through graduate levels) Campus study only Blended campus/online Online only Small, medium, large What knowledge and skills (K/S) do they already have? General K/S: Communication Management Technology Etc. Position specific K/S Entry level Intermediate level Advanced level Where are they? For an international organization, learners could be from a variety of locations and cultures around the world. 6/14/2016 Linda J. Smith - Coordinator, Online Courses

2. INITIAL COURSE CONCEPT Select subset of competencies needed Define characteristics of target learner group Consider target for course length (e.g., 1, 2, 3, 4 weeks) Define the specific target learner group: Current competency level Institutional context Nationality, cultural characteristics Competency Set Target Learner Group Competency needs General K/S Profession specific K/S Level – novice, intermediate, advanced Course focus: Priority needs Logical relationship among competencies to be addressed Limit scope to what can be accomplished in target time period (e.g., 1, 2, 3, 4 weeks) 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Linda J. Smith - Coordinator, Online Courses 3. COURSE PLANNING Level 1: Define specific learning objectives Identify course content needs Identify general topic areas for course modules Level 2: Determine number of modules Define specific learning objectives for course modules Determine logical organization for sequence of course modules Learning objectives specify what the learner will be competent to DO as a result of the course experience. Learning objectives can be expressed hierarchically. Learning objectives at the module level are the building blocks for the course level objectives. “UNDERSTANDING” must be demonstrated through “DOING” in order for someone to be deemed COMPETENT “UNDERSTANDING” is of little value by itself 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Linda J. Smith - Coordinator, Online Courses 4. COURSE DESIGN Determine what learning activities will best engage target learners to view course content, understand concepts, and be able to apply concepts to demonstrate achievement of learning objectives Identify ways for learners to practice application of concepts Devise ways for learners to demonstrate achievement of learning objectives Students learn best by doing. Experiential learning, focused on demonstrating competency, is more effective than testing for factual knowledge. Although self-check quizzes can be useful, students are more engaged through learning activities that incorporate collaboration with peers along with applying concepts to create a tangible product. EXAMPLES OF LEARNING ACTIVITIES: Project that relates to job at home institution Self-check quiz Create practical plan to implement course concepts at home institution Collaborative group project 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Linda J. Smith - Coordinator, Online Courses 5. COURSE CREATION Create syllabus Locate/create course content (books, articles, videos, etc.) Build course structure on LMS Set up course materials, learning activities, etc. Course creation consists of implementing the learning design in the learning management system that will enable students in access course materials, interact with classmates, and converse with faculty. EXAMPLE OF A COURSE SEGMENT Visible structure (modules) Explanation of an assignment that will enable learners to apply course concepts for a project to be implemented at their home institution Pertinent graphics to illustrate ideas and add interest Links to readings and other course content materials Section overviews This examples includes additional activities such as self-check quizzes and discussion forums for collaboration and feedback on project work 6/14/2016 Linda J. Smith - Coordinator, Online Courses

Linda J. Smith - Coordinator, Online Courses 6. COURSE DELIVERY Review completed course Revise as needed Course ready for learners The final step before offering the course to learners is a review by the course development team to ensure that the course plan has been implemented effectively. Team recommendations are incorporated as needed to make the course ready for delivery. 6/14/2016 Linda J. Smith - Coordinator, Online Courses