Online Course Development Guide

Online Course

Table of Contents

Introduction

Course Development Process Overview

Quality Matters Rubric Standards

Online Course Development Checklist

Online Course Development Process Detail

Academic Technology and Distributed Learning (ATDL) Overview

Page 3

Page 4

Page 5

Page 6

Page 7

Page 9

Introduction to Online Course Development, Quality Matters Standards, and the Course Development

Proposal submission process

A graphical, high-level overview of the Course Development Process.

The recommended guidelines for best practices in the development of online courses

This checklist is an aid to tracking the progress of your course’s development. It does not need to be

submitted until development is complete. This document will be covered in your initial consultation

with the Development Team.

A detailed look into what the Course Development Process entails

Saint Joseph’s University

Online Course

Development Guide

Questions about this guide?

E-mail: [email protected]

Introduction

Developing Your Course Using Quality Matters Standards

Submitting Your Online Course Development Packet

Thank you for your interest in developing an online course! Our primary mission in Academic

Technology and Distributed Learning is to promote and support the innovative use of academic

technologies to enhance teaching and learning, regardless of delivery mode. We live and breathe

online education, and we can’t wait to collaborate with you, learn from each other, and build effective

and engaging content together for your students.

Before you begin your online course development experience, you must first meet with your

department chair for approval of the course. Additionally, we strongly recommend that you participate

in the Online Course Development Academy. This program enables you to develop your course for

online delivery. The Online Course Development Academy is offered periodically throughout the year.

The Quality Matters (QM) rubric has been recommended by the university as the guidelines for best

practices in the development of online courses. The QM Rubric describes eight key standards for

effective online course design and can be used as an aide in creating an engaging online course. At the

end of the development process, each course will be evaluated by ATDL, and possibly the Academic

Stakeholder*, using the QM rubric. The evaluation will be shared with you and the academic

stakeholders for your course. The QM Standards can be downloaded at:

https://www.qualitymatters.org/rubric.

This download requires an account, but the QM Rubric Summary is also included in this guide for your

convenience.

After obtaining approval from the Academic Stakeholder who is responsible for the course, please

sub-mit your completed Online Course Development Packet to [email protected].

The Online Course Development Packet includes the Online Course Development Agreement and an

approved proposed Syllabus.

If you have any questions or concerns, please contact us at [email protected] or 610-660-3250.

* Academic Stakeholder is the Departmental Chair or the Associate Dean who is responsible for the program for which this

course is being developed.

C

ourse

P

aymen

t

Released

1

C

ourse P

rop

osal

2

C

ourse D

ev

elopmen

t

3

C

ourse Re

vie

w

4

C

ourse L

aunch

Conversation

with

Academic

Stakeholders*

Departmental Approval of

Proposed Syllabus

Submission

of C

ourse

D

ev

elopmen

t

P

ack

et

to A

TDL

Course Development Packet Shared with the Academic Stakeholders

through A

TDL

Submission

of S

igned C

ourse

D

ev

elopmen

t

C

heck

list

to A

TDL

Course Finalized. Course Developer Removed From

OCDS for Two W

eeks.

1st Run

_Evaluation

Course Development Agreement Signed

by Appropriate

Parties

Consultation with

Development T

eam as required

Develop Course/

Upload All Course Material

into the Online Course

_{Development Space (OCDS).}

Submission

of C

ourse

to A

TDL f

or

Re

vie

w**

Submission

_{of C}

op

yr

igh

t

Requests t

o C

op

yr

igh

t

C

omplianc

e

O

ffic

er

Course Approved

Revisions Required

Revisions Completed

Completion of Quality

Matters, Legal, and T

echnical Course Review Forms

D

eliv

er

y

of F

or

ms t

o

A

cademic

Stak

eholders*

Course De

velopmen

t P

ro

cess

Faculty Responsibilities

ATDL

Responsibilities

D

o

cumen

ts t

o b

e Included in C

ourse D

ev

elopmen

t P

ack

et

*Academic Stakeholders = Departme

nt Chair

, Associate Dean, Course Developer

**and the Academic Stakeholder if re

Page 5

Online Course Development Guide

1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose and structure of the course.

1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided.

1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 1.7 Minimum technical skills expected of the learner are clearly stated.

1.8 The self-introduction by the instructor is appropriate and is available online. 1.9 Learners are asked to introduce themselves to the class.

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.

2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.

2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated. 2.5 The learning objectives or competencies are suited to the level of the course.

3.1 The assessments measure the stated learning objectives or competencies. 3.2 The course grading policy is stated clearly.

3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 3.5 The course provides learners with multiple opportunities to track their learning progress.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.3 All instructional materials used in the course are appropriately cited.

4.4 The instructional materials are current.

4.5 A variety of instructional materials is used in the course.

4.6 The distinction between required and optional materials is clearly explained.

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning.

5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 5.4 The requirements for learner interaction are clearly stated.

6.1 The tools used in the course support the learning objectives and competencies. 6.2 Course tools promote learner engagement and active learning.

6.3 Technologies required in the course are readily obtainable. 6.4 The course technologies are current.

6.5 Links are provided to privacy policies for all external tools required in the course.

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 7.2 Course instructions articulate or link to the institution’s accessibility policies and services.

7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them.

7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them.

8.1 Course navigation facilitates ease of use.

8.2 Information is provided about the accessibility of all technologies required in the course.

8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability.

8.5 Course multimedia facilitate ease of use.

Learning

Objectives

Assessment

and

Measurement

Instructional

Materials

Course

Activities and

Learner

Interaction

Course

Technology

Learner

Support

Accessibility

and Usability

Quality Matters

_{Rubric Standards}

Fifth Edition, 2014, with Assigned Point Values

For more information visit www.qualitymatters.org or email [email protected]

Course

Overview and

Introduction

Standards

Points

I agree that all aspects of course development are complete and that this course meets all of the requirements for online delivery at SJU. Once all signatures are received and the course has final approval, the Online Course Development Space will be locked and and all persons will have their permissions removed for approximately two weeks. During this time, the course will be moved to the official course source.

PLEASE PRINT NAME

APPROVED

PLEASE PRINT NAME

APPROVED

APPROVED

APPROVED

PLEASE PRINT NAME

Saint Joseph’s University

Online Course

Development Checklist

Return completed form to

[email protected] or send a

physical copy to ATDL.

Questions about how to

complete this checklist?

E-mail: [email protected]

Course Information

FIRST NAME LAST NAME

COURSE NUMBER (e.g. “EDU 910”) COURSE TITLE

Complete the Online Course Development Agreement.

Course Development Agreement signed by appropriate parties Proposed syllabus approved by department.

Submit Course Development Packet to ATDL. (Agreement and Syllabus) Consult with Development Team.

Create, Develop, and Upload Course Materials to Online Course Development Space in Blackboard. Submit materials to Copyright Compliance Officer.

Notify ATDL, and Academic Stakeholder if required, that course is ready for final review (at least 2 weeks prior to course launch).

Review Quality Matters, Copyright Permissions, and Technical Review forms from ATDL. If applicable, necessary changes implemented.

Submit Online Course Development Checklist with appropriate signatures to ATDL.

Course Checklist

Required Signatures

ATDL COMPLIANCE OFFICER DATE

DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE DATE

COURSE DEVELOPER** DATE

ACADEMIC STAKEHOLDER* DATE

E-MAIL ADDRESS PHONE NUMBER

NOTES (OPTIONAL):

ATDL CONSULTANT DATE

* Academic Stakeholder is the Departmental Chair or the Associate Dean who is responsible for the program for which this

course is being developed.

Saint Joseph’s University

Online Course

Development Process Detail

Questions about this

process?

E-mail [email protected]

1. COURSE PROPOSAL

2. COURSE DEVELOPMENT PHASE

So You Think You’ve Got a Course? Departmental Approval of Proposed Syllabus Sign on the Dotted Line

The Course Developer meets with the Department Chair for approval of the course. The Course Developer then completes and submits a Course Development Agreement form to the academic department.

Appropriate academic stakeholders sign the Course Development Agreement.

ATDL shares the Course Development Packet with the Academic Stakeholders. Then the 16-week development cycle begins.

It is strongly recommended that a Course Developer participate in the Online Course Development Academy if he or she has not yet completed the Program.

The academic department approves Proposed Syllabus.

The Course Developer submits the Course Development Packet (includes Course Development Agreement and Proposed Syllabus) to ATDL.

ATDL will coordinate the initial consultation to:

ATDL can also help to:

• Create the Source Course development space in Blackboard.

• Determine roles of Course Developer and ATDL throughout the Course Development Process. • Develop and confirm course development timeline.

• Introduce Quality Matters (QM) as course development guidelines. • Determine additional training needs.

• Discuss delivery methods of course content. • Implement Quality Matters best practices

• Explore elements to be produced for each learning module. These elements may include instructions, readings, activities, assessments, and course content.

• Implement digital media components in your course, including video, animations, interactions, and digital presentations.

• Review/Develop measurable course objectives. • Plan assessment activities to measure course objectives.

2. COURSE DEVELOPMENT PHASE (cont’d)

3. COURSE REVIEW PHASE

4. COURSE LAUNCH

The Course Developer should attend any workshops needed to develop skills for online course delivery. The Course Developer can also begin consultations with ATDL’s Consultants and/or SJU’s Digital Librarian. There may also be an experienced faculty network in your department.

The course is reviewed by ATDL to ensure that the course meets:

If required by the department, the content of the course is reviewed by the Academic Stakeholder.

Academic Stakeholders determine, based on Review Forms, if course revisions are needed.

The Course Developer submits the Course Development Checklist, signed by the Academic Stakeholders, to ATDL.

ATDL will act as the Project Manager by monitoring the progress of course development to ensure that contracted milestones are met. ATDL can also help by:

The Course Developer will work to:

Please contact ATDL if you’d like assistance with any of these goals.

ATDL delivers review reports to Academic Stakeholders (e.g., Department Chair, Associate Dean)

The Online Course Development Space is locked for approximately two weeks by removing all user permissions. During this time, the course is copied into the Source Course and made available for propogation into live sections.

The Course Developer submits copyright requests to Copyright and Compliance Officer, who reviews submitted materials and obtains needed copyrights.

The Course Developer notifies ATDL, and the Academic Stakeholder as required, that the course is ready for final review (see details in Step 3 below).

PLEASE NOTE: The course MUST be submitted for review no later than 2 weeks prior to course launch.

• Create assessment and engagement strategies. • Develop the navigation strategy for the course.

• Develop and upload content to Blackboard, and build out the course in Blackboard. • Providing ongoing QM checks to verify the course is meeting QM guidelines. • Assisting in the preparation of materials for copyright review.

• Best practice guidelines using the QM rubric. • All legal and copyright requirements. • All technical requirements.

• If revisions are needed, the Course Developer revises the course and the course is resubmitted for review.

• If no revisions are needed, the course is approved and designated for launch. You’ve Got Your Copyrights, Right? Build, Build, Build Course Submission

Upon course finalization, payment is released to the Course Developer. Course

Page 9

Online Course Development Guide

Copyright Education

Compliance under HEOA

Universal Design for Online Learning

Academic Copyright Determinations

Instructional Design Support

Digital Media Production

Media Creation Services

Digital Media Zone (DMZ)

Quality Matters Experts

Online Course Development

Blackboard Solutions

Promote and support the effective and

innovative use of academic technologies to

enhance teaching and learning, regardless

of delivery mode.

Our

Mission

Our

Services

Course

Production

&

Services

Design

Faculty

Engagement

Copyright &

Compliance

ATDL

Trainings & Workshops

Face-to-Face and Online

Semester Newsletter

Teaching & Learning with Technology

Technology Innovation Grant

atdl

At the Crossroads of Pedagogy & Technology

& distributed learning