The Self-Directed Development Model offers faculty a balanced approach to course development, combining self-directed work with expert support from our CTLE team. This process provides for more self-directed work on the part of the faculty but provides on-demand support along the way. The developing faculty member (DF) will be responsible for creating content and course elements (including discussion boards, assignments, gradebook, etc.) within the LMS 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 member and department needs and CTLE support availability. Chairs and Directors will be kept updated on progress and deadlines and will work with faculty members to assure 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:
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- On-Demand Support: Access the CTLE team of learning designers and eLearning development experts for specific guidance, multimedia creation and troubleshooting as needed.
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- Flexible Development: Work independently on course design and content creation, with the option to seek help when facing challenges or requiring expert input.
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- Resource Access: Utilize a range of resources, including templates, guides, and best practices, to aid in the development process.
- Focused Assistance: Receive targeted assistance for specific tasks, such as assessment design, multimedia integration, or technical support.
- Regular Check-ins: Engage in regular check-in meetings with your learning designer to discuss any needs that may arise.
- Resource Access: Utilize a range of resources, including templates, guides, and best practices, to aid in the development process.
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This process empowers the faculty member to take the lead in developing their course while providing the reassurance of professional support when needed, resulting in a high-quality learning experience for 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 member 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(s) (DF)
- Department Chair or Director
- CTLE
Phase 3: Initial Consultation and Planning
- Goals/Tasks
- Developing faculty member creates course development vision, goals, plan, and timeline. DF may consult with learning designer as needed.
- DF schedules regular check-in meetings with learning designer to support process.
- Developing faculty member completes Course Outline Template.
- DF reviews 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 templates. This is where all developing course documents must be housed.
- 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 the D2L course shell using content from Module Design Template while having support from the Learning Designer.
- Learning Designer will meet with Developing Faculty member to support the creation of module 1 by showing demonstrating how to create D2L course items (including module pages, assignments, quizzes, gradebook, rubrics, etc.)
- 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)
