Tag: course design

Documenting the Course Development Process

Recently, the Big 10 Academic Alliance conference invited School of Professional Studies and the Office of Distance Learning representatives to share highlights about our online course development process. The conference organizers asked for the presentations to be delivered as recorded videos that were viewed online by a small audience before the conference and discussed during a meeting during the conference. To keep the production of the video presentations simple and efficient we repurposed some existing materials when possible. The segments of the video that made use of existing material, such as previously recorded videos, graphics templates, or outlines from other


Effective Working Relationships – Faculty and Staff

Introduction What is at the core of a successful online course development or revision? A really great collaboration between a faculty member, a  Learning Designer, and an Instructional Technologist. Working with a course development team for the first time can feel new or overwhelming. There are so many new terms and roles to figure out! So, what can be done to build effective working relationships that last from the kickoff meeting through the course launch? Inspired by the May 2017 Inside Higher Ed article, “Quashing Tension, Boosting Cooperation,” we asked School of Professional Studies faculty what worked for them. Although


Common Course Design Questions: See What Your Peers Think

On June 26, thirteen SPS faculty members who will be designing courses for Winter 2018 began the Course Design Workshop, a two-week workshop about creating online learning environments, using the Quality Matters Standards, and designing an accessible course.  Throughout the workshop, nearly all of the workshop participants enthusiastically engaged in discussions of effective online course design and instruction. The participants brought their many and varied experiences as educators to the discussions. The following is a summary of the major themes and insights and questions that emerged. How do you help students understand the main ideas in your course? Organizing content


Reimagining the 5 W’s: Online Course Quality and Alignment

  Introduction At Northwestern, we ascribe to extremely high educational quality standards, and this of course extends to the online courses and programs we design, implement, and maintain for graduate and undergraduate adult learners. But, what does a quality online course look like? How do we define and measure quality? Those are both tough questions that we regularly ask ourselves as we design and develop online courses. To answer these questions, let’s consider them through the lens of the Quality Matters (QM) standards. Quality Matters Standards and Alignment The Northwestern University Distance Learning department uses the QM Standards to ensure


Scripts, Images, Action!: Creating Quality Videos for MUS 370

About the course revision process The MUSEUM 370 – Museum Origins and Issues course is one of three courses in the Museum Studies Online Certificate Program and the first to undergo a revision process. The revision of MUSEUM 370 included conversion of lecture content into combination of rich content pages, audio podcasts, and weekly overview videos hosted by the course instructor. Consistent use of visual aids to add value to weekly roadmap pages One of the goals of the improved information architecture of the course site included using consistent visual communication to provide reinforce the context of the course topics