1. 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.

2. KU Medical Center
Rose

3. KU Medical Center
Rose / David

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

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

13. Nursing Bb Template

14. Welcome Template

15. Beginning of Semester Checklist

16. 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

17. HIM Approach
LMS Checklist: [hand out]
Rose

18. HIM Approach: Standardization
Rose

19. HIM Approach: Standardization
Rose

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

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

22. 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

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

24. Are you convinced? How can we help?

25. References
Bachman, C. M., & Stewart, C. (2011). Self-Determination Theory and Web-Enhanced Course Template Development. Teaching of Psychology, 38(3), 180–188.
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.