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

2. 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

3. 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

4. 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

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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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