coursedevguide

toc url}?f=print|Print this page =Online-course Development Guide= This guide is intended to help instructors plan appropriately for the time intensive process of preparing for and delivering a fully online course.
 * We highly recommend you allow a 3-4 month window for this process, expecting to spend from 2 to 15 hours a week.**
 * TIPS**: Instructors should be supported by an instructional designer/faculty consultant and other instructors. Successful course design requires that the instructor approach the process as a project, with clear goals and deadlines. This guide will help you plan your project.

**Major Tasks to Complete** //Note: We strongly suggest you develop a timeline for yourself with incremental "due dates" for the various elements you will need to complete to have your online course ready to go.// Work with Suzanne Aurilio, saurilio@mail.sdsu.edu, to tailor the general task list below specifically for you. Download this [|Tasks checklist.docx] and/or [| Organizing timeline.xls].
 * 1) ===Update/create syllabus===
 * 2) Specify clear, well-aligned learning objectives
 * 3) Determine course content
 * 4) Determine assessment strategy
 * 5) Determine communication expectations, guidelines, and structures (weekly office hours? email turnaround time? course FAQ? other electronic availability?)
 * 6) ** Resources :** [|Syllabus template] [|Learning Objectives Builder][| **Bloom's Taxonomy**]
 * 7) **Decide on instructional materials and formats**
 * 8) Course text(s)
 * 9) Digital materials and resources (consider accessibility)
 * 10) Video and audio (and determine ASAP whether you will need help placing videos online and captioning them)
 * 11) Multimedia, simulations, etc.
 * 12) ** Resources ****:** Suzanne Aurilio, [|CSU Affordable Learning Solutions Portal], [|MERLOT], [|Library Media Center], publishers,
 * 13) ===Determine format for course, activities, and assessments===
 * 14) Decide on organizing scheme for the course (topical, week-by-week, modular, by content/activity type, etc.)
 * 15) Decide on mix of asynchronous vs. synchronous interactions (see handout on Wimba/Blackboard tools/activities)
 * 16) Build in low-stakes assessment/feedback opportunities
 * 17) Determine overall grading scheme and rubrics for project-oriented work
 * 18) Determine amount of and structures for student interaction (group projects, discussion boards, etc.)
 * 19) If you will require proctoring for exams, acquire/create needed materials and determine whether you have assistance in managing this
 * 20) Syllabus may need further updating after completing the detail involved in these steps
 * 21) ** Resources ****:**[| Organizing schemes for online courses] Conquering the Content (especially Chapters 1-5) available in [|FIT Center], or[| to buy], Proctoring, Suzanne Aurilio
 * 22) **Develop competence with technologies you will use**
 * 23) Blackboard/Wimba tools
 * 24) Wimba Classroom for conducting synchronous lectures, group meetings, office hours, etc.(practice, practice, practice)
 * 25) Captivate if creating asynchronous standalone mini-lectures
 * 26) Lightweight screencast tools such as Jing or GoView for creating quick tutorials and updates
 * 27) Lecture capture
 * 28) Other potential tools such as Questgarden (for Webquests), Wikispaces (for wikis), Blogger (for blogs)
 * 29) Any other technologies
 * 30) ** Resources ****:** Time, Suzanne Aurilio
 * 31) ===Create course "assets" that need to be developed up front===
 * 32) Guidelines and directions for individual and group projects/assignments need to be more thorough than typical in face-to-face classes
 * 33) Reading guides, study guides, etc.
 * 34) Questions/polls to be integrated into Wimba Classroom lectures
 * 35) Update content for synchronous lectures (consider PPT changes/limitations, consider adding other web-based resources)
 * 36) Create asynchronous lectures - this is very difficult to keep up with once the semester starts
 * 37) ** Resources ****:** TIME, Suzanne Aurilio
 * 38) === **Determine strategies for gathering feedback from students on course design and facilitation** ===
 * 39) Community of Inquiry survey
 * 40) Student Assessment of Learning Gains survey
 * 41) Interim surveys
 * 42) Feedback button / suggestion box
 * 43) "minute paper" / "muddiest point" approaches
 * 44) ** Resources ****:** Fevatools, Suzanne Aurilio
 * 45) ===Practice and gather feedback from pilot testers===
 * 46) Run practice sessions in Wimba with others who will provide you feedback on pacing, interactivity, clarity, presence, etc.
 * 47) Have others navigate your Blackboard course to provide feedback on organization and directions
 * 48) Have others look at new and revised course materials, assignments, syllabus, etc. to provide feedback on clarity, usability, and accessibility
 * 49) ** Resources ****:** Suzanne Aurilio, colleagues, your program director or administrative assistant, students with whom you have a relationship
 * 50) ===Keep up with logistics/administrative considerations (as applicable)===
 * 51) Coordinate as necessary with your department coordinator/leadership
 * 52) Work with your dept, program director as necessary on logistics for proctoring distant exams (see #3)
 * 53) Work with Enrollment Services as necessary for the promotion of your summer course
 * 54) Acquire needed hardware (e.g. headset) and/or software (e.g. Adobe Captivate)
 * 55) ** Resources **: Program director, departmental coordinator, enrollment services personnel, Suzanne Aurilio

**On-campus**

 * February through May and August through November
 * Center for Teaching and Learning Luncheons (register via http://ctl.sdsu.edu/events)
 * Blackboard workshops - see http://its.doattend.com/
 * SDSU Course and Curriculum Institute's One Day in May Symposium (usually the end of May) [|cdi.sdsu.edu]

** Remotely **

 * [|The Library's Instructor Distance Learning Fact Sheet]
 * Arrange a custom session with Suzanne Aurilio, saurilio@mail.sdsu.edu
 * Use on-demand technology resources for Blackboard, Wimba, Turnitin

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