1. Course Development
Kick-Off Meeting
Online Student Experience

2.  Welcome and Introductions
Agenda
 Big Questions in Course
Design
 Course Mapping
 Course Development
Resources
 Quality Matters Overview
 Peer Review Process
Clipart from  Schedule of Events
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3. Big Questions in Course Design
 Where are we?
 Who is your audience?
 What skills do they already have?
 Where are we going?
 Course Learning Outcomes?
 What skills and knowledge?
 How are we going to get there?
 Objectives, Activities, Projects,
Discussions
 How will we know when we get Photo by Aram Bhusal
there? arambhusal.sulekha.com/.../slideshow/230411.ht
m

4. ECC Online Course Planning
Grid

5. Course Development Resources
 Video Resources
 Alex Curran – Videographer
 Digital Repositories (Premade
videos)
DCCCD Repository, Merlot, NSDL
 Echo 360: Lecture Capture (do it
yourself)
 Jing: Quick feedback or tutorial
 District Resources
 FAST Team Website Wiki
 Studio C
 TeleCollege Courses – If course
has been created, you can have

6. Course Development Resources
Teaching and Learning Center
 Classes:
 eCampus I, II, III, IV (Basics,
Creating Tests, GradeCenter,
Communication)
 Echo 360 (Lecture capture)
 SoftChalk (Create learning
activities)
 Respondus (creating and/or
importing test pools)
 Individual Sessions: You set the
agenda, assistance with
Instructional Strategies
 Help creating video or

7. Project Ideas
 Video Introductions Examples
 Glenda Easter Welcome
 Luke Barber Welcome
 Pat Spence Welcome
 Video Tips for Faculty
 Lecture Capture
 Orientation (Start Here)
 Creating test pools or importing tests
 Creating Thought Provoking Discussion Topics
 Creating Effective Assessments
Online
Student

8. Quality Matters Standards
 Course Overview and
Introduction
 Learning Objectives
(Competencies)
 Assessment & Measurement
 Instructional Materials
 Learner Interaction and
Engagement
 Course Technology
 Learner Support
Sample QM Course
 Accessibility

9. Standard 1: Course Overview &
Intro
1.1 – Instructions make clear how to
get started and where to find various
course components.
1.2 – Students are introduced to the
purpose and structure of the course.
1.3 – Etiquette expectations
(netiquette) for online discussions,
email, and other forms of
communication are stated clearly.
1.4 – Course /institutional policies with
which the student is expected to comply
are clearly stated, or a link to policies is
provided.

10. Standard 2: Learning Objectives
(LOs)
2.1 – Course LOs describe outcomes
that are measurable. *Alignment*
2.2 – Module LOs describe outcomes
that are measurable & consistent
w/CLOs. *Alignment*
2.3 – All learning objs are stated clearly
and written from student’s perspective.
2.4 – Instructions to students on how to
meet the learning objectives are
adaquate and stated clearly.
2.5 – The learning objectives are
appropriately designed for the level of
the course.

11. Standard 3: Assessment and
Measurement
3.1 – Types of assessments selected
measure stated LOs & are consistent
with course activities & resources.
*Alignment*
3.2 – Course grading policy is stated
clearly.
3.3 Specific & descriptive criteria are
provided for evaluation of students’
work & participation & are tied to course
grading policy.
3.4 – Assessment instruments selected
are sequenced, varied, & appropriate to
student work being assessed.
3.5 – Students have multiple
opportunities to measure their own
learning progress.

12. Standard 4: Instructional Materials
4.1 – Instructional materials
contribute to achievement of
stated course *Alignment*
4.2 – Purpose of instructional
materials and how materials are to
be used for learning activities are
clearly explained.
4.3 – All resources and materials used
in the course are appropriately cited.
4.4 – The instructional materials are
current.

13. Standard 5: Learner Interaction &
Engagement
5.1 – Learning activities promote
achievement of stated learning objectives.
*Alignment*
5.2 – Students are introduced to purpose
and structure of course.
5.3 – Instructor’s plan for classroom
response time & feedback on
assignments is clearly stated.
5.4 – Requirements for student
interaction are clearly articulated.

14. Standard 6: Course Technology
6.1 – Tools and media support the
course learning objectives. *Alignment*
6.2 – Course tools and media support
student engagement & guide the student
to become an active learner
6.3 – Navigation throughout the online
components of the course is logical,
consistent, and efficient.
6.4 – Students can readily access the
technologies required in the course.

15. Standard 7: Learner Support
7.1 – Course instructions articulate or
link to a clear description of technical
support offered & how to access it.
7.2 – Course instructions articulate or
link to institution’s accessibility
policies and services.
7.3 – Course instructions articulate or
link to an explanation of how
institution’s academic support services
& resources can help students succeed
in course & how students can access
the services.

16. Standard 8: Accessibility
8.1 – Course employs accessible
technologies and provides
guidance on how to obtain
accommodation.
8.2 – Course contains equivalent
alternatives to auditory and visual
content.
8.3 – Course design facilitates
readability & minimizes
distractions.
8.4 – Course design
accommodates the use of
asistive technologies.

17. Quality Matters Rubric Goals
Be able to answer ‘Yes’ to all 3 point
questions
Earn 81+ points overall
Use the Instructor Worksheet to plan
activities and elements of your
course and how they relate to Quality
Matters

18. Peer Review of Online Courses
 When: August –
November
 Who: Peer Reviews
with access to online
class to review
 How: Apply QM rubric
to course and share
where improvements
can be made in course
 Fill out Confidentiality
Form

19. Schedule of Events
 May: Start Development, meet w/Mentor
 July: Call for Peer Reviewers, meet w/Mentor
 Aug - Nov: Peer review of online course and revisions
if needed
 Revisions can go into Spring semester if needed
 Complete payment will be made after successful
completion of peer review

20. How can we help?
 Mentor Meetings
 Summer: May, June, July,
August
 I would like to learn more
about?
 Creating videos: Intro, Short
Lectures, Tutorials
 Using Softchalk to develop
class activities
 Quality Matters
 ?
 How else?
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