1. 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