Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.

1. Alex Wu Ph.D., Senior Consultant APAC
Blackboard International Consulting Services
What Does Good Course Design Look Like
To You?

2. A Little Introduction
BSc (Hons) UNSW, PhD Chemistry UNSW
Grad Dip in Education (During PhD)

3. A Little Introduction
BSc (Hons) UNSW, PhD Chemistry UNSW
Grad Dip in Education (During PhD)
Research Group Leader/Lecturer @ UniMelb

4. A Little Introduction
BSc (Hons) UNSW, PhD Chemistry UNSW
Grad Dip in Education (During PhD)
Research Group Leader/Lecturer @ UniMelb
Course coordinator for a start-up in GAMSAT
Division Trainer and Officer of St John Ambulance Australia

5. 5
Areas of Expertise
• Blackboard Consulting (Learn, Collaborate, Implementation)
• Technical (Chem & Chem Eng) and Management Consulting
• Value Chain and Root Cause Analysis
• Project Management
• Team Management

6. 2012

7. 2012

8. 2012
MY motivation in education

9. Session Outline
9
• What is “Good” Course Design?
• Significance of Good Course Design
– Students
– Instructors
– Support Staff
• What does it look like?
• Case Study: Research and Grant Management

10. What is “Good” Course Design?
10
• What is Course Design?
• What is Good Course Design?

11. What is “Good” Course Design?
11
• What is Course Design?
– Course goals and objectives
• What is Good Course Design?
– Course goals and objectives are written in measurable outcomes, and readily located and referenced.

12. What is “Good” Course Design?
12
• What is Course Design?
– Course goals and objectives
– Content placement
• What is Good Course Design?
– Course goals and objectives are written in measurable outcomes, and readily located and referenced.
– Content is manageable, intuitive to navigate, flows logically, stimulating.

13. What is “Good” Course Design?
13
• What is Course Design?
– Course goals and objectives
– Content placement
– Engage student thinking
• What is Good Course Design?
– Course goals and objectives are written in measurable outcomes, and readily located and referenced.
– Content is manageable, intuitive to navigate, flows logically, stimulating.
– Content that promotes higher level thinking, coupled with advanced learning activities.

14. What is “Good” Course Design?
14
• What is Course Design?
– Course goals and objectives
– Content placement
– Engage student thinking
– Technology-assisted learning
• What is Good Course Design?
– Course goals and objectives are written in measurable outcomes, and readily located and referenced.
– Content is manageable, intuitive to navigate, flows logically, stimulating.
– Content that promotes higher level thinking, coupled with advanced learning activities.
– Incorporate technologies that reduce the labor-intensity of, or barrier to, learning.

15. Significance of Good Course Design – Student Learning Perspective
15
• Students
– Encouraged and engaged
– Focused on learning
– Clear understanding of course outcomes, and expectations to achieve those
– Rich content and communication tools available
• Instructors
– Focused on learning management, not course management
– Identify and address at-risk students early
– Ability to make meaningful incremental changes from one teaching session to the next

16. Significance of Good Course Design – Management Perspective
16
• Students
– Consistent, intuitive navigation
– Manageable content (Avoid information overload)
– Critical information readily available
• Instructors
– Ease of support
– Lower maintenance
– Ease of management
• Support Staff
– Reduce support requests associated with course navigation
– Reduce technical support requests in accessing course content
– Greater efficiency due to consistency

17. Good Course Design – What Does it Look Like?
17
Which desk do you prefer?

18. Key Elements of Good Course Design
18
Course
Overview &
Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology
Exemplary
Course

19. Key Element – Course Overview and Introduction
19
Course Overview
& Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

20. Introduction - Setting the Landing Page
20

21. Introduction - Purpose and Structure
21

22. Introduction - Purpose and Structure
22

23. Introduction - Netiquette
23

24. Introduction – Technical Skills Expected, System Requirements
24
Examples of technical skills might include:
1. Using the learning management system
2. Using email with attachments
3. Creating and submitting files in commonly used word
processing program formats
4. Copying and pasting
5. Downloading and installing software
6. Using spreadsheet programs
Examples of system requirements include:
1. Ensuring to include within your content plan, the required
browser/plugin requirements.
2. Peripheral device recommendations (headsets, webcams
etc).

25. Introductions – Students and Instructor (Discussion Board)
25

26. Learning Objectives
26
Course
Overview &
Introduction
Learning Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

27. Goals and Objectives
27
Include as a minimum:
• What students would gain from this course.
• Describe student performance in specific terms.
• The course objectives are measureable.
• Align with course goals.
• Competencies, skills, and knowledge
• Learning expectations and outcomes on a weekly, modular,
or unit basis.

28. Course Objectives
28
• Course objectives should be stated clearly

29. Assessments and Measurement
29
Course
Overview &
Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

30. Grading and Evaluation
30
• Transparent grading policy
• Relationship between final letter
grades (if applicable) with accumulated
mark/percentages
• Release rubrics along with
assignments/assessments

31. Best Practice – Assessments
Assess frequently. Vary assessments.

32. Course/Instructional Materials
32
Course
Overview &
Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

33. Relevance and Options
33
• Provide a clear, succinct outline for the
instructional materials.
• Provide both required and optional materials.

34. Learner Interaction and Engagement
34
Course
Overview &
Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

35. Engagement – Feedback & Collaboration
35
• Provide opportunities for frequent and meaningful
feedback.
• Establish an encouraging platform for collaboration.

36. Course Technology
36
Course
Overview &
Introduction
Learning
Objectives
Assessment &
Measurement
Instructional
Materials
Learner
Interaction &
Engagement
Course
Technology

37. Incorporate Course Technology (Where appropriate!)
37
• Other course technologies such as:
– Collaborate
– Lecture recordings
– SCORM packages
– Etc.

38. Summary
• Good course design allows students to focus, and instructors to manage, their learning.
• Various elements of good course design is aimed at ensuring that students are
encouraged and remain engaged with learning.
• Assessments should be frequent but varied, and grading policies transparent.
• Incorporating course technologies is highly recommended, but approach with a clear
plan.
• Ultimately, a well designed course should become an enabler for both the student and
instructor in learning management.
• Liberate and optimize time spent on continual improvements.

39. 39
Case Study: Research and Grant Management

40. Background – Early Career
Research Group Leader/Lecturer (2011 – 2016)
2011
- 1 Honours by research student (undergraduate)
- Research strategy in place
- New ARC grant (480k AUD)
- Research streams and projects undefined
- Lectures: (4 hrs/week)
- Upside: Plenty of time!

41. Challenges – Growing the Research Group
• Research student recruitment
– Laboratories and 30-second pitch
– Research lab tours and informal interviews
– Overall poor screening process and highly time-consuming

42. Challenges – Growing the Research Group
• Research student recruitment
– Laboratories and 30-second pitch
– Research lab tours and informal interviews
– Overall poor screening process and highly time-consuming
• Approach: Establish a Blackboard research group site
– Consistent navigation for prospective students
– Familiar tools and features
– Discussion board for communication
– Formative assessments facilitate screening process

43. Challenges – Growing the Research Group
• Research student recruitment
– Laboratories and 30-second pitch
– Research lab tours and informal interviews
– Overall poor screening process and highly time-consuming
• Approach: Establish a Blackboard research group site
– Consistent navigation for prospective students
– Familiar tools and features
– Discussion board for communication
– Formative assessments facilitate screening process
• Further considerations
– Leverage institution roles and self-enrolment options to target specific cohorts.

44. Background – Early/Mid-career
Research Group Leader/Lecturer (2011 – 2016)
2015
- 10 full time postgraduate research students (5 Ph.D + 5 MSc)
- 4 part-time undergraduate research students
- Research strategy in place, streams, and projects established
- Lectures and Laboratories (16 hrs/week)
- Operating budget of $800k/year
- Various grant compliance requirements

45. Background – Early/Mid-career
Research Group Leader/Lecturer (2011 – 2016)
2015
- 10 full time postgraduate research students (5 Ph.D + 5 MSc)
- 4 part-time undergraduate research students
- Research strategy in place, streams, and projects established
- Lectures and Laboratories (16 hrs/week)
- Operating budget of $800k/year
- Various grant compliance requirements

46. Research Academic Performance Metrics
46
• Key Metrics in Research:
Quantitative
– Quality Publication count (> 4 / year)
– Grants and Awards
– Overseas and internal collaborations
Qualitative
– Mentoring
– Research student retention rate
– Student output rate (publication count)
– Average Research student graduation time (< 4 years PhD, 2 years Masters)

47. Challenges – Managing the Research Group
• Generally time poor

48. Challenges – Managing the Research Group
• Generally time poor
• Mentoring is a REAL challenge

49. Challenges – Managing the Research Group
• Generally time poor
• Mentoring is a REAL challenge
• Content overload
(So much to say, so little time!)

50. Challenges – Managing the Research Group
• Generally time poor
• Mentoring is a REAL challenge
• Content overload
(So much to say, so little time!)
• The miscommunication

51. Delegating Management
• Generally time poor
– Q: What could be managed better?
A: Delegate supervision and management!

52. Delegating Management
• Generally time poor
– Q: What could be managed better?
A: Delegate supervision and management!
• Approach: Leveraged Groups tool in Learn
– 3 research stream leaders, 3 groups
– Assignment tool with unlimited attempts as formal weekly submissions of progress
– Stream leaders (TA role) review and report group progress in fortnightly face to face meetings

53. Delegating Management
• Generally time poor
– Q: What could be managed better?
A: Delegate supervision and management!
• Approach: Leveraged Groups tool in Learn
– 3 research stream leaders, 3 groups
– Assignment tool with unlimited attempts as formal weekly submissions of progress
– Stream leaders (TA role) review and report group progress in fortnightly face to face meetings
• However…
– Submission guidelines were not clear
– Content overload!
– Discouraging for stream leaders as the process was still time consuming (just not my time)

54. The Refined Approach
• The solution:
– Succinct guidelines for progress submission defined
– Clear expectations were set:
• 3-minute progress videos or audio
• Maximum of 5 ppt slides (in pdf fomat)
• Must include hypothesis/aim, data, analysis, conclusion, further work
• Advantages:
– Forces students to pro-actively think about their research and approach on a regular basis.
– Reviewers (myself and stream leaders) can access progress videos and provide feedback readily.
– All assignment attempts and associated presentations were readily available when needed (seminars,
yearly reviews, manuscript preparations).

55. The Evolution
• Generally time poor
• Mentoring is a REAL challenge
• Content overload
(So much to say, so little time!)
• The miscommunication
• Wiki  Manuscript preparation
– No more email versioning issues
– Contributions are clear
• Discussion Board  Inter-stream collaboration
– Sharing of ideas
– Chin-wagging
• Bb Collaborate  Presentation rehearsals
– Recordings available
– Group meeting reviews

56. The Benefits
• Difficult to measure overall success
• Significant time-saving
• Great learning experience for all students

57. The Benefits
• Difficult to measure overall success
• Significant time-saving
• Great learning experience for all students
• May have direct/indirectly led to:
– 20 publications, one in Nature
• From which 6 publications, including Nature, originated from discussion board collaborations and its
preparation facilitated using wiki

58. The Benefits
• Difficult to measure overall success
• Significant time-saving
• Great learning experience for all students
• May have direct/indirectly led to:
– 20 publications, one in Nature
• From which 6 publications, including Nature, originated from discussion board collaborations and its
preparation facilitated using wiki
– 4 students were finalists in the annual 3-minute thesis competition
– 5 students received best presentation awards at international conferences

59. The Benefits
• Difficult to measure overall success
• Significant time-saving
• Great learning experience for all students
• May have direct/indirectly led to:
– 20 publications, one in Nature
• From which 6 publications, including Nature, originated from discussion board collaborations and its
preparation facilitated using wiki
– 4 students were finalists in the annual 3-minute thesis competition
– 5 students received best presentation awards at international conferences
– 2 students received University medals for postgraduate research distinction
– 8/10 students graduated with First Class Honours or with Distinction

60. Summary
• Great course design elements can permeate beyond conventional undergraduate and
postgraduate programs.
• In order to achieve that, we need invest time in improving course design to the point
where as educators and facilitators, we can begin pro-actively manage our students’
learning experiences.
• Well designed courses affords both students and instructors the time to embrace
collaboration, from which innovation is born.