1. Kickoff Meeting: Faculty member is paired with an Instructional Designer (ID) and a media specialist. During the initial meeting, the design team listens carefully to the faculty member to determine what she/he thinks about the teaching and learning process.  The team also assesses faculty’s experience with teaching online, and listens to ideas about content, activities, and preferred strategies for assessment.

2. Develop Learning Objectives: Faculty identifies what students are expected to be able to do/know by the end of the course.  What skill set are they expected to leave with?  What knowledge is desired for retention and transfer? Collaborates with the Instructional Designer to determine how the learning objectives can best work in Marquette’s online learning environment.

3. Create Course Map: Faculty, in collaboration with the ID, identifies the natural divisions in the course.  Brainstorms how the content “hangs together”:  By topic?  By chronology?  By process? This step is critical for clarifying future steps that will lead to quality learning experiences for students and assist with insuring faculty comfort and expertise with facilitating an online course.

4. Identify Media: Faculty, Instructional Designer, and Media Specialist review the learning objectives and course map to identify media that can be used or created. 

5. Create Activities: What makes sense to have students do to DEMONSTRATE learning?  Instructional Designer and Media Specialist create learning tools directed by faculty-identified objectives for each learning module. What can learners “produce” to make connections and apply concepts?

6. Select and Develop Instructional Materials: Complete learning activities. E.g. articles, websites, voice-over PPTs, video demonstrations, immersive learning experiences, online videos, texts.

7. Develop Assessments: Instructional Designer, guided by the faculty member, will work to design online components that will indicate the degree to which students have mastered the learning outcomes.  Having clearly defined learning objectives helps to develop appropriate learning assessments. 

8. Review Course for Alignment and Compliance: Each “modularization” of the course will be reviewed to check alignment between the learning objectives, learning activities, and resources needed to complete the assessments of student learning.  Similarly, the sections of learning should align with the course learning objectives, though in some cases the learning outcomes may be met by overarching, course-long or cumulative projects or assessments. Faculty, Instructional Designer, and Media Specialist review the final course for ADA compliance, copyright, and ensure that all media, navigation, and tools work.

*Please note that although the revision of the course is listed at the end (#8 on the list), revision and reflection are ongoing during the course development process.

 

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