1 Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.
3 Gonzaga University Course Design, Development and Delivery Process 2 SECTION 1: COURSE DESIGN, DEVELOPMENT & DELIVERY PROCESS The following is a recommended course design and development process that describes the process that Virtual Campus will undertake to assure high quality course design and development. 1. Departmental/School/University Approval (External Process) Course design or re design approval should be secured prior to starting the design and development process with Virtual Campus. 2. Design Consultation Course instructor or faculty designer and any desired stakeholders meet with VC Instructional Designer(s) to collaboratively plan the course and discuss pedagogical approaches to maximize effectiveness of the instruction. Create Course Design and Production Schedule Virtual campus will be planning for a threesemester design, development, and delivery process for each course. For example, a course to be delivered (taught) in the Fall of 2015 will begin the design process in the Spring of 2015, be produced during the Summer of 2015 and thus be ready for delivery in the Fall semester. This process may vary under special circumstances, but the desired time frame allows for thorough design and enhanced ability to create media rich, interactive experiences for students. Outcomes: Outline of Course Goals and alignment to departmental outcomes, Learner Analysis, tentative design and production schedule (SharePoint). 3. Content Mapping Working collaboratively with VC instructional designers, course instructors will map out their course content by establishing learning objectives, specifying methods of assessment for each objective and aligning course content to guide students in the process of meeting the specified learning objectives. 3a. Specify Instructional Objectives Instructional objectives are statements that describe what the course designer intends for students to achieve as a result of the instruction. 3b. Course Plan Identify an overarching assessment strategy to determine that you have met your course goals. For each student learning outcome identified specify the assessment that will be used to measure student success in reaching the learning objective. 3c. Course Content Mapping Knowledge, Skills, and Dispositions What will students experience and do ( and/or ) as a result of the instruction. 1 outcome per objective/node For each assessment (and outcome) specify the content that provides students with the necessary experience to develop the Knowledge, Skills, or Dispositions needed for a demonstration of mastery in the assessment. Create draft
4 Gonzaga University Course Design, Development and Delivery Process 3 Course Syllabus and Schedule. Attach citations, URLs, and other materials to be gathered, copyright permission check. 4. Create Course Content Work with design and production team to plan for the production of any course media and content that is not currently available. Verify copyright permission. Describe the assessment tools/method to be used and attach rubrics. 4a. Create Instruments In the instructional design process it is important to both know what you are trying to accomplish through your instruction (course goals and objectives) and how you will assess that students have met your learning outcomes. Creating the assessments first helps focus the content and makes the teaching and learning more efficient. Outcomes: instruments and associated rubrics 4b. Compile Course Content A good portion of the course content should already be gathered at this point based on the research done in the Course Mapping process, from prior teaching experiences, and background content knowledge. At this stage, content (readings, links, and existing media) will be formally gathered and uploaded to Sharepoint for inclusion in the course. Additionally, any new media production necessary should begin in consultation with course developers from Virtual Campus. Outcomes: Course content uploaded to SharePoint, handoff to Course Production and Delivery. 4c. Design Assignments Flowing from your assessments and course content, specific assignments can now be created which should be thought of as process documents to lead students through the content to prepare them for assessments and meeting course outcomes. Outcomes: Final course syllabus and node descriptions for Blackboard shell, handoff to Course Delivery. 4d. Plan & Implement Interactive Elements In conjunction with course content and assignments there should be planned interactivity between students and course content, the instructor and students, and the students as a group. These interactive elements can include content presentations, social media interactions, video or audio conferences, face to face meet ups, as well as asynchronous discussion boards. Faculty course designers and the Virtual Campus course designer will create design specifications and content for any new media productions. 5. Development Consultation Following the compilation of course content, planning interactive elements, and initial planning of new course media, a course production consultation will occur with members of both Design and Development to begin the course media development process and finalize a course production schedule. Outcomes: Media Production plans.
5 Gonzaga University Course Design, Development and Delivery Process 4 6. Media Production Production process and planning for each piece of media and will be determined during the Development Consultation. At this stage, the faculty member will work closely with their Producer to create the desired media. Outcomes: New course media. 7. Blackboard Implementation As assignment information, content and media are received by the Blackboard specialists they will be added to the course shell under the supervision of the faculty member and course designer. Outcome: Completed course. 8. Approximately 2 4 weeks before the course launch date Virtual Campus will test the course navigation and instructional elements to verify their functionality prior to the start of the class. 9. Departmental Sign off (External Process) Completed courses will be reviewed by the instructor, department and Dean no more than two weeks prior to initial implementation. 10. Course feedback and revision Student evaluations and instructor feedback will be gathered at the conclusion of each course and, in consultation with design faculty, revisions will be made as needed.
6 Gonzaga University Course Design, Development and Delivery Process 5 Section 2: Context Overview: In the Ignatian approach to learning context means more than the circumstances of the learning or the demonstration of knowledge, it incorporates a deep understanding of who your students are and the motivations behind their educational undertakings. Much of this context relies on the students themselves to provide and that goal will be accomplished through the sharing of experiences and reflections built into all Gonzaga courses. Beyond that internal context, an informal learner analysis will provide enough guidance to create a course that meets learner needs and expectations and begins to uncover your understanding of their contexts. It is important to remember that course design is an iterative process and you should be prepared to revise the content after you have initially taught the class and gained additional insights into your learners characteristics. To begin please briefly describe your learners in terms of these characteristics: Entry Behaviors Prior Knowledge of the Topic Area Attitude & Expectations about Content & Delivery System Academic Motivation Education and Ability Levels Learning Preference What will students do with this content after graduation?
7 Gonzaga University Course Design, Development and Delivery Process 6 SECTION 3: WRITING INSTRUCTIONAL OBJECTIVES For Gonzaga University Virtual Campus courses each learning outcome (the outcome associated with each instructional objective) will become the basis for a stand alone content packet or node that can be revised, replaced, or used in different courses once it is created. This will allow VC courses and your program to be flexible and will allow us to custom design learning experiences for different audiences. Types of Instructional Objectives Instructional Objectives can be classified into one of three categories: 1. Knowledge/Informational/Understanding At the most basic level, students must gain an understanding of foundational information that will inform their ability to develop a knowledge of the more advanced concepts and procedures they will need in order to become experts in the field. 2. Skills/Procedures/Tools Learning how to do things is a significant portion of a higher education that will give students concrete, applicable skills that they can use in their careers. These can be step by step instructions for completing a process or a more stand alone skill or tool that can be used.
8 Gonzaga University Course Design, Development and Delivery Process 7 3. Dispositions/Expertise/Strategic The end goal of an education is to start students on a path that will have them thinking like experts in their field. In a practical way this means knowing how, when and why to apply a particular skill set, leverage existing knowledge, or create a solution to a problem. Identifying Learning Outcomes and Levels To begin the process of writing instructional objectives you must first identify the learning outcomes that you expect students to demonstrate after the instruction. List the program level knowledge, skills and dispositions (K/S/D) that an individual will be expected to gain by completing this course and the outcome area that it addresses (Leadership Theory, Creativity, etc.). Program Level Outcomes (K/S/D) Outcome Area After listing the most important program level outcomes for learners to master as a result of the class, list all of the course outcomes (program level and course level) and explain what the difference is between basic understanding (L1), intermediate proficiency (L2), and expert level demonstration (L3) of the knowledge, skill or disposition. These levels will be important for creating grading rubrics during the development of assessment instruments. Please add additional rows as needed. For example: Target Knowledge, Skills & Dispositions (Outcomes) 1. Students will develop an understanding of the historical background and social context of the subject being studied. Standard L1. Students can repeat the basic dates and events. L2. Students demonstrate an understanding of the significance of the events being examined. L3.Students are able to synthesize new knowledge based on the information learned. Please add all of the applicable learning outcomes for the course in the table below. Table 1: Learning Outcomes & Levels Target Knowledge, Skills & Dispositions (Outcomes) Standard 1. L1. L2.
9 Gonzaga University Course Design, Development and Delivery Process 8 L3. 2. L1. L2. L3. 3. L1. L2. L3. 4. L1. L2. L3. 5. L1. L2. L3. 6. L1. L2. L3. 7. L1. L2. L3. 8. L1. L2. L3. 9. L1. L2. L L1. L2. L3. Writing Instructional Objectives in the Ignatian Pedagogical Model (ERAA) For each of the learning outcomes above specify the (E) that students will have in the course that leads them to the key understanding; specify how they will Reflect (R) on the ; describe the (A) they will be expected to undertake as a result of the (R) and the way in which their progress will be Assessed (A) to demonstrate that the E, R and A have produced the desired learning result. There may be multiple experiences (for example, readings, viewing videos, watching lecture casts, etc.), reflective activities (discussion posts, journals, etc.), or actions (writing assignments, service projects, etc.) associated with each outcome. Answer the following questions for each of the instructional objectives outlined above:
10 Gonzaga University Course Design, Development and Delivery Process 9 1. What experience(s) will students encounter (reading a text, viewing a video, listening to a podcast, taking notes in a lecture, participating in an activity, etc.) that will help them develop a basic understanding of the core concept of? 2. Reflect How will students reflect on the experience in order to build a deeper understanding of the topic? 3. What will students do to demonstrate their understanding of the topic? 4. How will you, the faculty member, assess the students learning of the topic? Table 2: Instructional Objectives Ignatian Model 1. Target K/S/D (Outcome)
11 Gonzaga University Course Design, Development and Delivery Process Section 4: Course Content Planning A rough outline of the course content was created in Table 2: Instructional Objectives Ignatian Model, where the learning outcomes, sub outcomes, s, s, s, and s were outlined. The next stage of the instructional design process is to sequence the instruction in a way that leads students logically through the acquisition of the targeted knowledge, skills and dispositions identified earlier. There are numerous ways of sequencing instruction depending on the type of content, learner preferences, etc. The first step is to look at all of the target outcomes as a whole, consider the course assessment plan (final exam, project, portfolio, etc.), and ask if there is already an existing logical structure for the course. For example, if all or some of the course is teaching a linear process, then the steps become a logical way of organizing the content and modules for the course. If the topics have a fixed chronology, or build upon each prior piece of knowledge in some way, then the sequencing becomes very straightforward. Briefly describe the way in which you would like to sequence the course materials.
12 Gonzaga University Course Design, Development and Delivery Process 11 Virtual Campus is committed to supporting its clients in the creation of adaptable, modular curricula that allow for easy future updating as well as customizability for students. For this reason it is recommended that each planned content package / node for a course address as few learning objectives as possible. A course designed under this system may contain any number of modules comprised of nodes arranged into whatever modular structure fits the needs of the course. Please use Table 3 below to plan your course structure, specifying 1 objective/outcome/assessment per node whenever possible. Module Content Plan For each learning outcome described in Table 2: Instructional Objectives Ignatian Model, describe the module and content nodes that will be required within the module: student experience (readings, videos, ppt, etc.), reflection, action (assignments), and assessment and indicate if the source for the experience (video production, PowerPoint, Web URL, print resource, interactive media element, etc.) is new or existing media. Please use these forms to provide as much detail as possible to guide the creation of the course materials and the Blackboard course site. Table 3: Module Content Plan Module 1 Outline Name of Module & Duration of Module Content Node 1 Instructional
13 Gonzaga University Course Design, Development and Delivery Process 12 Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Module 2 Outline
14 Gonzaga University Course Design, Development and Delivery Process 13 Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Module 3 Outline
15 Gonzaga University Course Design, Development and Delivery Process 14 Content Node 4 Instructional Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 4 Outline
16 Gonzaga University Course Design, Development and Delivery Process 15 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 5 Outline
17 Gonzaga University Course Design, Development and Delivery Process 16 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 6 Outline
18 Gonzaga University Course Design, Development and Delivery Process 17 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 7 Outline
19 Gonzaga University Course Design, Development and Delivery Process 18 Content Node 5 Instructional Name of Module & Duration of Module Content Node 1 Instructional Content Node 2 Instructional Content Node 3 Instructional Content Node 4 Instructional Module 8 Outline
20 Gonzaga University Course Design, Development and Delivery Process 19 Content Node 5 Instructional SECTION 5: COURSE DEVELOPMENT As a result of this portfolio your course has been planned and a course structure has been created which specifies all of the elements needed for the Virtual Campus idd team to begin creating media to support your students learning and form the structure for course delivery. We will now collaboratively design, develop, test and implement each of the elements specified in this course design plan. The areas that still need to be completed are: Generate Course Syllabus & Schedule Using the information from Table 3: Module Content Plan create a course syllabus that guides students through the modules and outlines the resources needed to complete the course, the syllabus should follow the format approved by your department and should include all language and disclaimers required by the university. Using the information from Table 3: Module Content Plan create a course schedule to accompany the course syllabus. Your course schedule does not need to adhere to a weekly model, but can be self paced, modular on a fixed schedule, or based on a week by week plan. Submit the final syllabus and schedule on SharePoint. Compile and Create Course Content A good portion of the course content should already be gathered at this point based on the research done in the module content planning process and from prior teaching experiences. At
21 Gonzaga University Course Design, Development and Delivery Process 20 this stage, content (readings, links, and existing media) will be formally gathered and prepared for inclusion in the course. Additionally, any new media production necessary should begin in consultation with course digital content producers from Virtual Campus. Outcomes: Course content for Blackboard inclusion uploaded to Sharepoint. Content Creation Work with design and production team to plan for the production of any course media and content that is not currently available. Verify copyright permission. Describe or create the assignments and associated assessment tools/method to be used and attach rubrics. Attach citations, URLs, and other materials to be gathered, copyright permission check. Plan & Implement Interactive Elements In conjunction with course content and assignments there should be planned interactivity between the instructor and students and the students as a group. These interactive elements can include content presentations, social media interactions, video or audio conferences, face to face meet ups, as well as asynchronous discussion boards. Section 6: Student Services Support Blackboard Evaluation Center Checkpoints Blackboard s Student Success Center feature allows course instructors and Virtual Campus Student Services staff to monitor students progress in your courses so that intervention can occur if students are not participating at the level necessary to be successful. There are four different participation checkpoints that will be implemented as part of Virtual Campus designed courses that you, as the instructor will help to specify. Please keep in mind that the checkpoints specified below are general references and may be altered based on course design and structure. In addition to our planed checkpoints, instructors have the ability to access the Retention Center and Evaluation tools on their own to perform additional checks on student participation and progress. Training on the use of these features is available through the Virtual Campus office. Blackboard Retention information Blackboard automatically tracks how often your students log in to the system and the activities that they participate in while there. This includes their posting in discussion forums for the course. As a general rule there should be a task for the student to do within the first two weeks of the course beginning. If, for some reason your course will have limited Blackboard interaction during the first two weeks or at some point during the semester please indicate that time period below so that we can adjust the checkpoint schedule accordingly. Please specify if
22 Gonzaga University Course Design, Development and Delivery Process 21 this limitation refers to general participation in the site, discussion forum participation, or both. Note that federal financial aid for students is tied to course participation and adequate interactions should be designed into the course to meet these requirements. Checkpoints: Course Participation & Discussion Forum Engagement A goal of the Student Success Center is to increase student engagement and retention throughout courses and programs. In Virtual Campus efforts to help grow the retention and success of students, there will be 4 checkpoints along the way. These checkpoints will be initiated by the Virtual Campus staff in form of an . If all of your students are doing well and no assistance is needed to help them get engaged then you do not have to reply. If students are not responding, falling behind in the course and have not made arrangements with you then you can simply send the names of the students back to the Virtual Campus staff for them to reach out too. Checkpoints 1 & 2 During the first weeks of class it is pivotal for students to participate in their course per financial aid regulations. Checkpoint one will be the first day of class in which the Virtual Campus Enrollment Specialist will send out an with dates of when non participating students
23 Gonzaga University Course Design, Development and Delivery Process 22 should be reported. These dates allow the Student Service Coordinators time to reach out to them and lend a helping hand and or see if they might be having any technical difficulties. Checkpoint two will be one week into courses when the Enrollment Specialist will to see if there are any additional students not participating. The reported students will then be placed on a communication plan in efforts to get them engaged in the class. All students that do not participate within the first two weeks of class will be dropped from the course so that financial aid does not get applied to their accounts before disbursement of funds. Checkpoint 3 &4: During weeks four and six of the semester Virtual Campus Enrollment Specialist will be running a report from the Retention center to see if any students have stopped participating, missed any deadlines or dropped below the default grade rule set up in each course. This report of students will then be sent to the faculty member to see if they would like Virtual Campus Student Services Coordinators to get in contact with the student to check in and see how things are going. Student Services Coordinators will not automatically be reaching out to students in case they have made other arrangements with the faculty member. In addition to tracking student participation in the course site and discussion forums, Blackboard s Retention Center tools also track and report students grades in the course. Virtual Campus student services staff can monitor this information as an additional means of assessing and intervening if students are at risk of failing the course. In order to facilitate this process we request that each course is designed to have at least one assignment turned in and graded prior to week four of the course. If there will not be grades available by the end of the fourth week of the course please indicate below when the earliest grades will be available for student services to run a report. At Risk Student Follow Up Procedures If students in your courses are considered to be at risk during any Retention Center checkpoints initial contact will be made with the students via a form sent to their Gonzaga University address. If a second checkpoint indicates that a student is still at risk you, as the instructor have the option of having a member of the student services staff contact the student on your behalf or contact you so that you may follow up with the student personally.
24 Gonzaga University Course Design, Development and Delivery Process 23 Student Service Coordinators Support: The Virtual Campus would also like you to be aware of the fact that in addition to helping students with regular student issues and retention, the Student Services Coordinators are also here to assist students with blackboard and technical issues 7 days a week. Student Services Coordinators help students to navigate and trouble shoot most problems with Blackboard. If a Coordinator is unable to assist the student, they will connect the student to the IT department if the problem occurs during normal business hours. If the problem occurs outside of normal business hours the Coordinator will connect the student with Enrollment Specialist, Lindsay Bailey, who can assist the student with issues including enrollment management, activating or disabling users, navigation guidance and troubleshooting, etc. The Coordinators will stay in communication with the student until there is a resolution. Section 7: Course Development Sign-off Checklist Course Development Milestones During course planning, design, and production it is critical that all stakeholders in the process be kept up to date on the progress of the course development. In particular, Virtual Campus wants to make sure that the School Dean, Department Chair, and Program Director (if applicable) sign off on the status of the course during particular development milestones. Milestone 1: Course Development Approval by the School Dean Faculty course developers are required to work with their Department Chair and Dean to obtain the required documentation to begin development of a new course or begin a major course redesign through Virtual Campus. The School Dean s office has further information available. Developers will need to have documentation in hand or have acknowledgement of design clearance e mailed to Virtual Campus Dean Michael Carey prior to beginning the course design process. Approval received by on. Virtual Campus Representative Date Milestone 2: Course Design Portfolio Completion The course design portfolio, when completed by the faculty member, will contain a comprehensive plan for the design of the course and development of media to support
25 Gonzaga University Course Design, Development and Delivery Process 24 instruction. This plan will include the course goals and objectives, an outline of the course content, the assessment plan for the course, and the media production requirements to support the course. The Department Chair and/or Program Director acknowledge that the course design has been completed to their satisfaction and meets the desired goals of their program. Department Chair/ Program Director:. Signature Date Milestone 3: Departmental Approval of Completed Course Upon completion of all course content and media production, the idd staff will populate the Blackboard course and test all media and functionality. At this point, the Instructor and Department Chair will review the course and grant final approval. This process should be completed no later than two (2) weeks prior to the launch of the course. Instructor Approval:. Signature Date Chair Approval:. Signature Date