Online Course Development Guide

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1 Online Development Guide

2 Table of Contents Introduction Page Introduction to Online Development, Quality Matters Standards, and the Development Proposal submission process Development Process Overview Page 4 A graphical, high-level overview of the Development Process. Quality Matters Rubric Standards Page 5 The recommended guidelines for best practices in the development of online courses Online Development Checklist Page 6 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. Online Development Process Detail Page 7 A detailed look into what the Development Process entails Academic Technology and Distributed Learning (ATDL) Overview Page 9 The mission and services of ATDL Page

3 Saint Joseph s University Online Development Guide Questions about this guide? Introduction 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 Development Academy. This program enables you to develop your course for online delivery. The Online Development Academy is offered periodically throughout the year. Developing Your Using Quality Matters Standards 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: This download requires an account, but the QM Rubric Summary is also included in this guide for your convenience. Submitting Your Online Development Packet After obtaining approval from the Academic Stakeholder who is responsible for the course, please submit your completed Online Development Packet to The Online Development Packet includes the Online Development Agreement and an approved proposed Syllabus. If you have any questions or concerns, please contact us at or * Academic Stakeholder is the Departmental Chair or the Associate Dean who is responsible for the program for which this course is being developed. Page

4 Development Process Proposal Conversation with Academic Stakeholders* Departmental Approval of Proposed Syllabus Development Agreement Signed by Appropriate Parties of Development Packet to ATDL Development Packet Shared with the Academic Stakeholders through ATDL Documents to be Included in Development Packet Development Consultation with Development Team as required of Copyright Requests to Copyright Compliance Officer Develop / Upload All Material into the Online Development Space (OCDS). of to ATDL for Review** Review 4 Launch Completion of Quality Matters, Legal, and Technical Review Forms Delivery of Forms to Academic Stakeholders* Approved Revisions Required of Signed Development Checklist to ATDL Finalized. Developer Removed From OCDS for Two Weeks. Payment Released st Run Evaluation Revisions Completed Faculty Responsibilities ATDL Responsibilities *Academic Stakeholders = Department Chair, Associate Dean, Developer **and the Academic Stakeholder if required by the department. Page 4

5 For more information visit or Quality Matters TM Rubric Standards Fifth Edition, 04, with Assigned Point Values Standards Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Activities and Learner Interaction Technology Learner Support Accessibility and Usability. Instructions make clear how to get started and where to find various course components.. Learners are introduced to the purpose and structure of the course.. Etiquette expectations (sometimes called netiquette ) for online discussions, , and other forms of communication are clearly stated..4 and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided..5 Minimum technology requirements are clearly stated and instructions for use provided..6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated..7 Minimum technical skills expected of the learner are clearly stated..8 The self-introduction by the instructor is appropriate and is available online..9 Learners are asked to introduce themselves to the class.. The course learning objectives, or course/program competencies, describe outcomes that are measurable.. The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.. All learning objectives or competencies are stated clearly and written from the learner s perspective..4 The relationship between learning objectives or competencies and course activities is clearly stated..5 The learning objectives or competencies are suited to the level of the course.. The assessments measure the stated learning objectives or competencies.. The course grading policy is stated clearly.. Specific and descriptive criteria are provided for the evaluation of learners work and are tied to the course grading policy..4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed..5 The course provides learners with multiple opportunities to track their learning progress. 4. The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4. Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4. 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. The learning activities promote the achievement of the stated learning objectives or competencies. 5. Learning activities provide opportunities for interaction that support active learning. 5. 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. The tools used in the course support the learning objectives and competencies. 6. tools promote learner engagement and active learning. 6. 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. The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 7. instructions articulate or link to the institution s accessibility policies and services. 7. 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 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. navigation facilitates ease of use. 8. Information is provided about the accessibility of all technologies required in the course. 8. 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 multimedia facilitate ease of use. Points 04 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of QM Quality Matters. The fully annotated Higher Education Rubric, Fifth Edition, 04, is available only to institutions that subscribe to Quality Matters. Page 5

6 Saint Joseph s University Online Development Checklist Questions about how to complete this checklist? Return completed form to or send a physical copy to ATDL. Information FIRST NAME LAST NAME ADDRESS PHONE NUMBER COURSE NUMBER (e.g. EDU 90 ) COURSE TITLE Checklist Complete the Online Development Agreement. Proposed syllabus approved by department. Development Agreement signed by appropriate parties Submit Development Packet to ATDL. (Agreement and Syllabus) Consult with Development Team. Submit materials to Copyright Compliance Officer. Create, Develop, and Upload Materials to Online Development Space in Blackboard. Notify ATDL, and Academic Stakeholder if required, that course is ready for final review (at least weeks prior to course launch). Review Quality Matters, Copyright Permissions, and Technical Review forms from ATDL. If applicable, necessary changes implemented. Submit Online Development Checklist with appropriate signatures to ATDL. NOTES (OPTIONAL): Required Signatures 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 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. APPROVED COURSE DEVELOPER** PLEASE PRINT NAME APPROVED ACADEMIC STAKEHOLDER* PLEASE PRINT NAME APPROVED ATDL COMPLIANCE OFFICER PLEASE PRINT NAME APPROVED ATDL CONSULTANT PLEASE PRINT NAME * Academic Stakeholder is the Departmental Chair or the Associate Dean who is responsible for the program for which this course is being developed. ** The Developer and the Academic Stakeholder approving the checklist may not be the same person, e.g. if a Department Chair is the Developer, then the checklist must be approved by the Associate Dean. Page 6

7 Saint Joseph s University Online Development Process Detail Questions about this process? COURSE PROPOSAL So You Think You ve Got a? The Developer meets with the Department Chair for approval of the course. The Developer then completes and submits a Development Agreement form to the academic department. Departmental Approval of Proposed Syllabus The academic department approves Proposed Syllabus. Sign on the Dotted Line Appropriate academic stakeholders sign the Development Agreement. Time to Packet In! The Developer submits the Development Packet (includes Development Agreement and Proposed Syllabus) to ATDL. We d Like To Share. ATDL shares the Development Packet with the Academic Stakeholders. Then the 6-week development cycle begins.. COURSE DEVELOPMENT PHASE Are You Ready to Teach Online? It is strongly recommended that a Developer participate in the Online Development Academy if he or she has not yet completed the Program. Let s Get Started! ATDL will coordinate the initial consultation to: Create the Source development space in Blackboard. Determine roles of Developer and ATDL throughout the Development Process. Develop and confirm course development timeline. Introduce Quality Matters (QM) as course development guidelines. ATDL can also help to: Determine additional training needs. Discuss delivery methods of course content. Implement Quality Matters best practices Review/Develop measurable course objectives. Plan assessment activities to measure course objectives. Review tools available to increase and enhance the interactivity and student engagement in the course. 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. Page 7

8 . COURSE DEVELOPMENT PHASE (cont d) Attend Workshops, Collaborate! ID = PM You ve Got Your Copyrights, Right? Build, Build, Build The Developer should attend any workshops needed to develop skills for online course delivery. The 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. 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: Providing ongoing QM checks to verify the course is meeting QM guidelines. Assisting in the preparation of materials for copyright review. The Developer submits copyright requests to Copyright and Compliance Officer, who reviews submitted materials and obtains needed copyrights. The Developer will work to: 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. Please contact ATDL if you d like assistance with any of these goals. The Developer notifies ATDL, and the Academic Stakeholder as required, that the course is ready for final review (see details in Step below). PLEASE NOTE: The course MUST be submitted for review no later than weeks prior to course launch.. COURSE REVIEW PHASE QM, Legal, and Technical Review The course is reviewed by ATDL to ensure that the course meets: Best practice guidelines using the QM rubric. All legal and copyright requirements. All technical requirements. If required by the department, the content of the course is reviewed by the Academic Stakeholder. Reports Delivered ATDL delivers review reports to Academic Stakeholders (e.g., Department Chair, Associate Dean) What happens now? Academic Stakeholders determine, based on Review Forms, if course revisions are needed. If revisions are needed, the Developer revises the course and the course is resubmitted for review. If no revisions are needed, the course is approved and designated for launch. 4. COURSE LAUNCH Final The Developer submits the Development Checklist, signed by the Academic Stakeholders, to ATDL. Ready for Takeoff... The Online Development Space is locked for approximately two weeks by removing all user permissions. During this time, the course is copied into the Source and made available for propogation into live sections. Payment Released Upon course finalization, payment is released to the Developer. Page 8

9 atdl academic technology & distributed learning At the Crossroads of Pedagogy & Technology Our Mission Our Services Promote and support the effective and innovative use of academic technologies to enhance teaching and learning, regardless of delivery mode. Online Development Quality Matters Experts Blackboard Solutions Design & Production Services Instructional Design Support Digital Media Production Media Creation Services Digital Media Zone (DMZ) Faculty Engagement ATDL Copyright & Compliance Trainings & Workshops Face-to-Face and Online Semester Newsletter Teaching & Learning with Technology Technology Innovation Grant Copyright Education Compliance under HEOA Universal Design for Online Learning Academic Copyright Determinations Page 9

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