The Guided Development Model is designed to provide faculty with the highest level of support and collaboration in course development. This process is ideal for those who seek partnership and guidance in course design (pedagogical support) with our learning design team. Please note that a limited number of courses can be developed with the Guided Development Model, based on university and CTLE resources. The developing faculty member (DF) will be responsible for creating content and course elements (including discussion boards, assignments, gradebook, etc.) within the LMS (Learning Management System) course shell, with support, as needed.
All course development processes will involve a partnership between the faculty member, the department chair or director, and the CTLE team. Timelines and deadlines are based on faculty members’ and department needs and CTLE support availability. The Chairs and Directors will be kept updated on progress and deadlines and will work with faculty members to ensure that courses are delivered as needed by the department. Contracts must be completed within a year of the initiating date, or at an earlier date determined by the chair/director.
Features:
- Dedicated Support Team: A team of learning designers, and eLearning developers will work closely with you throughout the entire development process.
- Tailored Course Design: Receive customized assistance in designing course structure, content, assessments, and learning activities to meet your specific needs and goals.
- Regular Consultations: Engage in regular meetings and consultations to ensure that your vision and objectives are fully realized.
- eLearning Development Integration: Professional support is available to integrate multimedia elements, such as videos, interactive activities, and graphics, to enhance student engagement.
This process ensures that you, the developing faculty member, receive guided support to create a seamless and effective learning experience for our students.
Phase 1: Evaluate Course for Potential Development/Revise
- Goals/Tasks
- A course is identified for potential development or revision.
- Review current master syllabus and learning outcomes, and adjust as needed.
- Course outcomes have been revised and approved by the curriculum committee if necessary.
- Master Syllabus approved
- Review existing course materials (if applicable).
- Analyze course alignment with program objectives and institutional standards.
- Identify areas for improvement or innovation (Review D2L Course analytics and End of Course Surveys).
- Assess potential resource needs and constraints.
- Developing faculty members will meet with the chair to discuss review items and determine whether to submit a request to develop or revise a course.
- Parties involved
- Developing Faculty Member (DF)
- Department Chair (DC) (Optional)
Phase 2: Course Approval
- Goals/Tasks
- Obtain formal approval to proceed with course development from chair or director.
- Chair or director will submit a request form for new course development, substantial course revision, or textbook updates. The request form can also be found on CTLE homepage or Request Help page.
- Secure necessary resources and budget allocation.
- Sign contract.
- Learning Designer is assigned to support course design and development.
- Parties involved
- Developing Faculty Member (DF)
- Department Chair or Director
- CTLE
Phase 3: Initial Consultation and Planning
- Goals/Tasks
- Schedule meeting with the developing faculty member (DF) and learning designer to create course development vision, goals, plan, and timeline.
- Learning designer and developing faculty member schedule regular meetings for the duration of the course development process.
- DF will review key assignments.
- Identify potential technology integrations and accessibility needs.
- Course development SharePoint folder will be set up by CTLE. Folder will include course development documents, and this is where all developing course documents must be housed.
- DF completes the Course Outline Template.
- Parties Involved
- Developing Faculty Member (DF)
- Learning Designer
Phase 4: Course Design
- Goals/Tasks
- Complete the Module Design Template for each module (8 or 16).
- Learning designer and DF hold collaborative sessions to design the course structure, content, and assessment strategies. See Course planning and design resources.
- At the completion of Module 1 design, DF and learning designer review module 1 design document.
- Learning designer shares timeline updates.
- LMS Administrator creates course shell
- Development course shell shared to DF to begin developing course.
- Parties Involved
- Developing Faculty member (DF)
- CTLE
- Learning Designer
- LMS Administrator
Phase 5: Content Development
- Goals/Tasks
- Developing faculty member will create content in D2L course shell using content from Module Design Templates.
- Developing faculty member will assure that all content complies with ADA and copyright regulations.
- Upon request, eLearning developers create multimedia content such as videos and interactive activities. (Optional)
- After Module 1 is developed in D2L, developing faculty member and learning designer meet to discuss progress. (Optional)
- Parties Involved
- Developing Faculty member
- Learning Designer
- eLearning Developer (Optional)
Phase 6: Quality Assurance and Revision
- Goals/Tasks
- The course undergoes a series of quality assurance checks.
- Developing faculty member will complete QA Checklist, including ADA and copyright compliance.
- Additional reviewer assigned
- Chair reviews course using QA rubric
- The developing faculty member makes revisions based on review feedback.
- Final approval
- LMS Administrator will notify developing faculty member and chair when delivery course shell is created.
- Parties involved
- Developing Faculty Member
- Assigned Reviewers
- Chair
- LMS Administrator
Phase 7: Launch and Evaluation
- Goals/Tasks
- The course is launched and taught by the developing faculty member.
- Developing faculty member makes notes during the first delivery of the course.
- Developing faculty member will review D2L course analytics.
- Learning Designer will send first course run survey to DF with option to schedule meeting.
- Further adjustments are made based on student interactions and outcomes.
- Parties Involved
- Developing Faculty Member
- Instructor(s) of the course
- Learning Designer (Optional)
- Chair or Director
Phase 8: Ongoing Support and Revisions
- Goals/Tasks
- Continuous support is provided for any needed course updates or technical issues.
- Periodic reviews to update the course based on new educational technologies or pedagogical advancements.
- Parties involved
- Developing Faculty
- Instructors of the course
- Institutional Research (Optional)
- Chair (Optional)
