Design: Course Planning
It's time to develop a roadmap! The planning phase is key to the development process. This is the big picture where you'll generate ideas, work on learning outcomes and plan activities and assessments. We have a basic template to help you plan your course. Use it for organizing and setting up the course schedule; weeks/topics, learning outcomes, lectures/readings/research and activities and assignments. There are accessibility checkpoints included and an area for course management notes. While much of the work is on your own there will be an instructional designer standing by in the wings to assist when you need it. This coursework is paid at 10hrs at CD rate.
The following documents outline the course planning process:
Contact ID services at email@example.com for information on how to get started.
Let's talk about the planning process!
Interested in talking more about design and planning? Schedule a course design consultation and one of our team will be happy to support you in your next distance education course endeavor – or you can schedule a brief get-together just to answer your questions.
Deeper Dive–Course Planning Resources
IDS Course Template (based on OSCQR standards)
Save time and help students be successful in your course. The number one complaint from students about distance education courses is difficulty in navigation and the differences in moving from one course to another. We have simplified the process and it's proving to be successful. The template works within your Moodle course. It contains common documents and links to Lane resources, a common Welcome/ introduction to the course area and a weekly template set up to provide a consistent format for your students to follow as they progress through the course. The hierarchy is apparent and easy to navigate, letting you and your students focus on core course content not on how to use Moodle! Take a look and see what you think. The template may be modified to fit your needs.
See the IDS Course Template (You must enroll to view the template. You may unenroll at any time.)
Writing Learning Outcomes
In education, outcomes describe what a student will accomplish or demonstrate at the end of a given sequence of their education. There are several levels of outcomes to consider:
Lane CC's Institutional Learning Outcomes - Institutional Learning Outcomes (ILOs) distill the essential human characteristics that faculty and their students will strive to develop through a liberal education at Lane. By expressing Lane's five Institutional Learning Outcomes and 27 dimensions, the college community commits to addressing and assessing these outcomes across the curriculum. Check with your division or department to see how you address meeting Lane's ILOs.
For more information visit Lane's Institutional Learning Outcomes (ILOs)
Program Outcomes or Goals - Set by the program, division or department, describe what a student will accomplish or demonstrate to earn a degree, certificate or pathway certificate. Check with your division or department to see how you should be addressing meeting program outcomes or goals.
Course-level Learning Outcomes - Describe what a student will accomplish or demonstrate to successfully pass a course. Course-level outcomes are set at the state level and must go through the Curriculum Committee review process. Typically, faculty members teaching a given course will guide this process and collectively set the standards. They are specific and highly measurable.
Module or Weekly-level Objectives - Describe what a student will accomplish or demonstrate to pass a unit or module. These goals are set by the instructor and should map back to the course-level outcomes.
Need help with writing or refining measurable outcomes? Blooms Digital Taxonomy Verbs Infographic - Power verbs that will apply to all stages of skill-building and assessment. (Note: This guide is not currently available in alternative formats. Please contact us if you need assistance.)
This is a topic of great debate and discussion. Deciding how to convey the lecture material covered in your face-to-face classes can be quite daunting to someone new to teaching distance education courses. The solution will depend upon what you teach. Lane has instructors teaching distance ed courses from Basic Anatomy to Introduction to Drawing and everything in between.
Let's discuss what works for you; Moodle books and lessons, online resources, video, audio, online presentations, viewing films, interactive lecture/exercises, using the LED lightboard and so much more! Let us know when you're ready to chat–we will find what works for you. firstname.lastname@example.org
OSCQR (Open Suny Course Quality Rubric)
Continue using OSCQR as your guide to creating quality distance education courses.
The Open Suny Course Quality Rubric (Open Suny's website)
One of the main concerns of faculty teaching distance ed is in making sure the course holds the same rigor and level of engagement as a traditional face-to-face course. There are so many things to think about when developing an online course; aligning work with institutional learning outcomes, learner engagement, social discourse, assessment and measurement, working with technology, and much more. With this in mind, we turn to the SUNY OSCQR model for creating quality courses.
The resources below are carried over from the Discovery phase but they will continue to be an asset in planning and building your course.
- OER (Open Educational Resources)
- Moodle Tool Guide for Teachers - Which Moodle tool works best for what purpose? (Note: This is an older guide and is not currently available in alternative formats. Please contact us if you need assistance with this document.)
- Learn Moodle via LinkedIn Learning (self-help tutorials and lessons)