Overview
This course is intended for professors interested in learning more about instructional design, its impact on learners, and best practices to promote student success. The goal of this course is to assist and support instructors in redesigning an online course to meet quality designation.
Audience: Distance learning faculty
Responsibilities: Course designer and Co-Facilitator
Tools Used: Canvas, Articulate Rise 360, Camtasia, VidGrid, Zoom, Canva, Harmonize, Adobe Photoshop
Process
The following steps were taken to design and develop this course:
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Analyzing the needs, goals, and purpose.
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Designing the course structure and organization.
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Developing course materials and assessments.
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Implementing the course.
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Evaluating the course.
Analyze
To meet the standards set forth by the State of Florida's Quality Initiative, I performed a needs assessment at an institution to determine how to best meet those needs. The institution already offered a process to meet the State's high-quality online course designation requirements, but a quality online course designation process was necessary. In partnership with the College's Learning Technology Department and Distance Learning Committee, a process that meets the State's requirements was developed. To implement that process and model the College's high-quality designation process, a professional learning course centered on instructional design practices was necessary.
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Part of this analysis included an assessment of the audience, learning environment, problems and solutions, as well as potential challenges.
Design
In the design phase, several components of the course were discussed and planned. This includes the core competencies of the course, what types of content will be created, and how this content will be organized in the course.
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Course Design Outline:
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Home Page
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Syllabus
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Course Information Module
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Weekly Content (8 Weeks)
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Exit Module
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Additional/Supplemental Resources
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Course Resources/Citations
Develop
Once the overall design was mapped out, developing the objectives, content, and assessments was key. Since this course is a professional learning opportunity, I wanted to ensure that the course not only adhered to the quality requirements but offered practical application of the strategies presented.
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Phases of Development:
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Text-Based Content
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Instructional Video Content
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Interactive Modules
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Assessments (Informal/Formal)
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Graphics
Implement
The seminar was piloted with a selected group of instructors. The pilot group provided feedback regarding the course design and delivery. I took into consideration their overall experience of the course, areas of challenge, technical issues, support requests, and assessment measures.
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Following the pilot group, adjustments were made and additional cohorts were offered. Each iteration of the seminar offers feedback outlined in the "Evaluate" section.
Evaluate
The course is evaluated using multiple methods of data analysis.
Method 1: Learner Feedback
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Mid-Point Survey: This short survey allows learners to provide feedback about the course facilitators regarding support and responsiveness to communication.
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Exit Survey: An anonymous survey at the end of the course provides learners the opportunity to share their overall perception of their growth, as well as provide constructive feedback regarding the entire experience.
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Community of Practice: In addition to surveys, the learners have the opportunity to share feedback in a synchronous meeting.
Method 2: Learner Analytics
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Learner Performance: Data is gathered for assessment scores and participation in the synchronous sessions and in the course content via the learning management system.
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Learner Progress: Facilitators analyze the baseline scores of the courses submitted for review in comparison to the final review. Growth measures of rubric score (overall quality) and accessibility are recorded.
6
cohorts have been offered.
53
participants have completed the seminar.
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31%
is the average growth in overall quality scores.