These are the slides for our free course on Udemy at: https://www.udemy.com/disruptive-innovation-in-higher-education/ You can find the course videos at: https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL Here are how the course will work: 1. The course will start with a template for you to conduct needs analysis and research for your course. 2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction. 3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices. 4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course. 5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section. 6. You will use the course blueprint you developed to create and publish your course using Canvas.

1. Instructional Design for
Online and Blended Learning
Introduction
Dr. Andrew Sears
President, City Vision
University
www.cityvision.edu
Dr. Michael Truong
Executive Director
Azusa Pacific University
www.apu.edu

2. Course Outcomes
In this course, you will complete the design of an online or blended course
using best practices through the following steps:
1. Use our template to conduct analysis, research and planning for your
course.
2. Design learning outcomes and use our template to design a course
introduction and syllabus to meet accreditation standards.
3. Design each week of your course using our course blueprint template and use
the OSCAR rubric to evaluate your course for best practices.
4. Design using latest technology, videos and screencasts to improve the
engagement of your course.
5. Develop and publish your course in Canvas (or other system) based on the
course blueprint you designed.
6. For those who come from Christian institutions, you will apply best practices to
integrate a Christian worldview into course design.

3. Target Audience
 Anyone wanting to design an online or blended course.
 Students who value pragmatism and cost-effectiveness in education.
 Academic leaders needing to add online and blended courses to complement
their campus-based offering.
 This course is designed to be re-purposed as faculty training for smaller
institutions.
 A particular focus will be on those teaching in under-resourced contexts such as
the majority world or serving disadvantaged populations.
 Educational director at NGO or parachurch ministry to develop a combination of
an offline and blended program that could be accepted as credit by accredited
institutions.
 Staff at a nonprofit, Christian ministry, missions agency or church with high
quality unaccredited training program wishing to ready it for accreditation and/or
an online/blended format.

4. What Makes this Course Unique
1. This course is designed around constructivist learning
philosophy so that you will learn instructional design through
building a course.
2. Second, this course will provide very practical creative commons
worksheets and templates for you to use and reuse in building
your courses.
3. Third, this Udemy course has the exact same materials as the
$800 accredited Instructional Design Master’s course provided by
City Vision University, and we are giving it away for free.
◦ Students who complete this course in Udemy and want to have their work assessed to get
credit through City Vision University can do so paying half-price tuition (only $400).

5. Course Requirements and Corequisites
 Course requirements. It would be helpful to:
◦ Identify a topic that you would want to design a course for to use in the
project for this course
◦ Have some experience with teaching or developing courses
 This Course Can Be Taken with Our Other Courses Provided for
Free on Udemy
◦ Disruptive Innovation in Higher Education
◦ Educational Program Design and Management
◦ Philosophy of Christian Integration
◦ Faith and Learning Integration

6. Course Outline & Course Project Templates: ADDIE
1. Analysis: Course Design Process, Research and Planning
2. Design: Writing Effective Learning Outcomes
3. Designing the Syllabus and LMS Introduction
4. Designing and Evaluating the Learning Unit for Your Course
5. Designing for Blended Learning Environments
6. Designing with Instructional Technology, OER, Video and
Screencasts
7. Developing Your Course in Canvas (or other Learning Management
System)
8. Finalizing and Implementing Your Course

7. How You Can Help
 Our goal is to significantly expand access to higher education
globally
◦ This is course is largely a volunteer driven project of Christian Higher
Education Innovation Alliance (cheia.org), which is a charity-driven
collaboration of 100+ leaders to enable the global growth of post-secondary
education serving the majority world and the poor.
 Ways you can help and participate
◦ Contribute templates, resources and suggestions to improve the course
◦ Spread the word about this course
◦ If interested, join CHEIA’s Google Group
◦ Take our other free courses

8. Overview of Instructional Design Models
Dr. Andrew Sears
President, City Vision University
www.cityvision.edu
Co-Founder CHEIA
www.cheia.org

9. ADDIE Model
Image Source: https://commons.wikimedia.org/wiki/File:Skema_ADDIE.jpg
Lessons 1-3
Research Template
Lessons 2-6
Blueprint Template
Lessons 7-8
Canvas
YouTube Video on ADDIE Model

10. Importance of Adaptive Design:
Traditional ADDIE (Waterfall) Backward Program Design
Audience is Traditional Students
Outcomes for Well-Defined Fields
Assessments Based on Known Outcomes
Instruction with Known Content Available
Evaluation
Feedback
Iteration
Is Years

11. Successive Approximation Model (SAM)
Provides a more iterative, lean approach with faster feedback cycles than traditional ADDIE
Image Source: https://ilite.wordpress.com/2015/03/11/iterative-e-learning-development-with-sam/
YouTube Video on SAM - Successive Approximation Model

12. Importance of Adaptive Design: Optimal Design Methodology
Changes Based on Environment
DESIGN APPROACH
PROBLEM:
We know what customers
want
(the field doesn’t change much)
SOLUTION:
We know how to deliver it
(tech & resources don’t change
much)
Waterfall √ √
Agile √ no
Lean Startup no no
Source: http://www.slideshare.net/NatalieHollier/lean-strategymeetup-small/

13. Project Management: Waterfall vs. Agile vs. Lean Design
Source: http://www.slideshare.net/NatalieHollier/lean-strategymeetup-small/
(Traditional ADDIE & Assessment Plans)

14. Lean Startup Process
Build
MeasureLearn
Product
(start with MVP)
Data
Pivot
Maximize
Loop
Iteration
Speed
Ries, E. (2011). The Lean Startup: How Today’s Entrepreneurs Use Continuous
Innovation to Create Radically Successful Businesses (First Edition). Crown Business.

15. The Challenge: Rapid Growth of Higher Education Globally
100 Million
Students
in 2000
263 Million
Students
in 2025
(84% of growth in
the developing world)
Sources Karaim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572.
Lutz, W., & KC, S. K. (2013). Demography and Human Development: Education and Population Projections. UNDP-HDRO Occasional Papers,
(2013/04). Retrieved from http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdf
137 Million New Students in Developing Countries by 2025
4.9 billion middle class globally by 2030

16. Priorities for Project Management Triangle
for Course Design Vary Based on Environment
Practical Application/
Adaptive Revision Frequency (time)
Cost Quality (scope)
Developing
Countries
Western
Countries
1. Fixed Cost Design vs. Fixed Quality Design
How does design change if cost must be 1/10th or
1/100th (as in Ethiopia)? 3. Quality and Cultural Contextualization
Since the foundation of most materials is for
middle-class Western audiences, cultural
contextualization is a much larger part of
the definition of quality outside of Anglo
contexts.
2. More Adaptive Design & Practical Application
Cultural minorities with limited resources often
face environments with more unknowns than
Western educators with a more homogeneous globally
dominant culture requiring more adaptive design.

17. How Do You More than Double Access to Higher Education in 25 years?
Design for 4 Interrelated Uncertainties
Changing
Students
Changing
Goals
Affordable
Content
Availability
Costs
Different students based on different
goals, content and costs.
$1,000 degree vs. $10k degree
vs. $100k degree
What goals are realistic
given the students,
costs and content?
Different costs, goals and students
will present different content options +
content & platforms are rapidly changing.
Different content availability,
goals and students will allow
radically different costs.

18. Analysis: Course Needs,
Research and Planning
Dr. Andrew Sears
President, City Vision University
www.cityvision.edu
Co-Founder CHEIA
www.cheia.org

19. Course Needs Analysis
and Research Process
Course
Outcomes,
Assessment
s & Content
1. Org
Mission,
Objectives,
Faculty Input
& Program
Learning
Outcomes
2. Needs of
Students &
Employers
(Advisory
Board &
Standards)
4. Research
Content &
Technology
Availability:
Books,
Videos,
Articles,
OER
3. Research
Comparable
Course
Syllabi,
Outcomes,
Textbooks &
Topics
External
Stakeholder
Needs
Internal
Stakeholder
Needs & Priorities
External
Capabilities
Learning
from
Field
See: Course Needs, Research and
Brainstorming Template Google Doc

20. Hierarchy, Theory of Assessment & Backward Design
Mission
Institutional
Outcomes
Program Learning
Outcomes (PLO)
Degree A
Course Learning
Outcomes (CLO)
Course A
Course Learning
Outcomes (CLO)
Course B
Unit Learning
Outcomes (ULO)
Assessment
Assessment
Signature
(Summative)
Assessment
Unit Learning
Outcomes (ULO)
Assessment
Assessment
Signature
(Summative)
Assessment
Program Learning
Outcomes (PLO)
Degree B
Each Level Needs to:
• Fit within the scope of the
level above it
• Have Outcome Measures
to Prove that the Outcomes
Above it Were Achieved
Proof
Content
Content
Content
Content
• Backward design means
Outcomes first, then
assessment, then
content

21. Program Learning Outcomes (PLOs)
 Often “Flow” from Institution Level Outcomes (ILO) and/or mission.
 Should be clearly defined and measurable.
 Should be reasonably attainable.
 Include the development of skills, providing job-related training, the
imparting on knowledge and information, the training in the
application of knowledge and skills and the development of
desirable habits and attitudes.
Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman

22. Course Learning Outcomes (CLOs)
 Describe what learners should be able to know or do at the
conclusion of a specific course. They include what the learner will
not only be able to do, but also how well they can do it and under
what conditions
 Support the mastery of PLO
 Should link up (“map”) to the PLO – and ILO/Mission
 Lesson Learning Outcomes build into CLOs
Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshiop October 22, 2018. Dr. Errin Heyman

23. Mapping Unit/Lesson Outcomes to Course Outcomes to Program Outcomes
 Unit outcomes should be
linked to unit assessments
 All course outcomes should
be linked to assessments
 All program outcomes should
map to signature
assessments
Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman

24. CLOs to PLOs Curriculum Map Example
Source: Nuts and Bolts of Curriculum Mapping. Presentation at DEAC Fall Workshop October 22, 2018. Dr. Errin Heyman

25. Design: Writing Effective Learning Outcomes
and Developing a Course Outline
Dr. Michael Truong
Executive Director, Office of Innovative Teaching & Technology
Azusa Pacific University
www.apu.edu

26. Writing Effective Learning Outcomes
 Remember that learning outcomes describe what learners should
be able to know or do at the conclusion of a lesson/unit, course, or
program.
 When writing effective learning outcomes, consider the following:
◦ Identify the concept you want students to learn (e.g., scientific method).
◦ Identify the level of knowledge you want students to attain (e.g., application
of scientific method)
◦ Identify the verb that describe the observable behavior you want students to
demonstrate (e.g., apply the scientific method)
◦ Identify any additional context or criteria for the learning outcome (e.g.,
apply the scientific method to the explanation of life in outer space)
◦ Identify the level of student you are developing these learning outcomes for
(e.g., first year undergraduate, master’s, doctoral)

27. Using Bloom’s Taxonomy for Writing Learning Outcomes
 Bloom’s Taxonomy is a
classification of educational goals.
 Intended as a tool for curriculum
planning, delivery, and assessment.
 There are six different levels,
starting with lower order skills like
remembering, understanding to
higher order skills like evaluating
and creating.
 Each level of learning has a
corresponding set of actionable
verbs aimed at assessing student
learning.

28. Bloom’s Taxonomy with Action Words
Remember
(recall facts
and basic
concept)
 Define
 Duplicate
 List
 Memorize
 Repeat
 State
Understand
(explain ideas
or concepts)
 Classify
 Describe
 Discuss
 Explain
 Identify
 Locate
 Recognize
 Report
Apply (use
information in
new situations)
 Execute
 Implement
 Solve
 Use
 Demonstrate
 Interpret
 Operate
 Schedule
Analyze (draw
connections
among ideas)
 Differentiate
 Organize
 Relate
 Compare
 Contrast
 Distinguish
 Examine
 Experiment
Evaluate
(justify a
position or
decision)
 Appraise
 Argue
 Defend
 Judge
 Select
 Support
 Value
 Critique
Create
(produce new
or original
work)
 Design
 Assemble
 Construct
 Conjecture
 Develop
 Formulate
 Author
 Investigate

29. Writing Effective Learning Outcomes
Verb Noun Context
(optional)
The actionable
verb corresponding
to the different
levels of Bloom’s
Taxonomy
The noun refers to
the knowledge,
skills, and abilities
you want students
to learn.
The context
indicates where,
when, or how the
outcome will be
applied.
Example: Identify (verb) the seven steps of the research
process (noun) when writing a research paper (context).

30. Using Bloom’s for Measuring Learning at the Varying Levels
Based on story of Goldilocks and Three Bears
 Remember: Describe where Goldilocks lived.
 Understand: Summarize what the Goldilocks story
was about.
 Apply: Construct a theory as to why Goldilocks went
into the house.
 Analyze: Differentiate between how Goldilocks reacted
and how you would react in each story event.
 Evaluate: Assess whether or not you think this really
happened to Goldilocks.
 Create: Compose a song, skit, poem, or rap to convey
the Goldilocks story in a new form.

31. Resources for Writing Effective Learning Outcomes

32. Developing a Coherent Course Outline
 A course outline is the structure or organization of learning within a
course. Course outlines can be organized in a variety of ways
(e.g., chronologically, topically, conceptually, process-oriented, etc.)
 When developing a course outline, consider the following:
◦ The length for the course (e.g., 8, 10, or 15 weeks)
◦ The course learning outcomes (e.g., 6 outcomes divided across allotted
weeks)
◦ The discipline of the course (e.g., history course are often chronologically
organized)
◦ The type of students (e.g., adult learners typically want more time for
practice and application)
◦ The type of assessment (e.g., courses with a comprehensive exam at the
end should build in formative assessment opportunities to check for
progress)

33. Examples of Course Outlines
Organized by
Learning Outcomes
Week 1 – LO #1
Week 2 – LO #1
Week 3 – LO #2
Week 4 – LO #2
Week 5 – LO #3
Week 6 – LO #3
Week 7 – LO #4
Week 8 – LO #4
Organized by Topics
Week 1 – Topic 1
Week 2 – Topic 2
Week 3 – Topic 3
Week 4 – Topic 4
Week 5 – Topic 5
Week 6 – Topic 6
Week 7 – Topic 7
Week 8 – Topic 8
Organized by
Chronological Order
Week 1 – 14th century
Week 2 – 15th century
Week 3 – 16th century
Week 4 – 17th century
Week 5 – 18th century
Week 6 – 19th century
Week 7 – 20th century
Week 8 – 21st century

34. Design: Academic Faith Integration
Dr. Michael Truong
Executive Director, Office of Innovative Teaching & Technology
Azusa Pacific University
www.apu.edu

35. What is Academic Faith Integration?
“Faith integration is informed reflection on and
discovery of the relation(s) between the Christian faith
within the academic disciplines, professional
programs, the arts, and lived practice resulting in the
articulation of Christian perspectives on truth and life
in order to advance the work of God in the world.”
– Azusa Pacific University

36. What is Academic Faith Integration?
“Faith integration is informed reflection on and
discovery of the relation(s) between the Christian
faith within the academic disciplines, professional
programs, the arts, and lived practice resulting in the
articulation of Christian perspectives on truth and life
in order to advance the work of God in the world.”
– Azusa Pacific University

37. What is Academic Faith Integration?
“Faith integration is informed reflection on and
discovery of the relation(s) between the Christian
faith within the academic disciplines, professional
programs, the arts, and lived practice resulting in
the articulation of Christian perspectives on truth and
life in order to advance the work of God in the world.”
– Azusa Pacific University

38. What is Academic Faith Integration?
“Faith integration is informed reflection on and
discovery of the relation(s) between the Christian faith
within the academic disciplines, professional
programs, the arts, and lived practice resulting in the
articulation of Christian perspectives on truth and
life in order to advance the work of God in the
world.”
– Azusa Pacific University

39. Academic Faith Integration
Content
Knowledg
e
Christian
Faith
Academic
Faith
Integration

40. Strategies for Academic Faith Integration
Compatibility
Strategy
Emphasizes areas of
harmony or compatibility
between discipline and faith.
Applications include 1) using
biblical examples to illustrate
disciplinary concepts (e.g.,
Moses as a leadership
model) or 2) showing
Christianity’s relevance to
disciplinary knowledge (e.g.,
human nature, beauty,
history)
Transformationa
l Strategy
Remakes or transforms the
discipline to align with
Christian worldview.
Applications include 1)
advocating the existence of
truth, reason, and meaning
(e.g., creation of the world)
and 2) upholding biblical
authority in the discipline
(e.g., sin as source of social
ills).
Reconstructioni
st Strategy
Replaces faulty foundation of
the discipline with Christian
worldview. Applications
include 1) employing
Christian worldview as the
organizing principle to
interpret the discipline (e.g.,
replace relativism with
absolute truth) and 2)
replacing disciplinary
assumptions (e.g., replace
random chance with God’s
sovereignty)
*Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.

41. Reflective Questions
1. THE WHAT
(the investigation)
• What are the foundational
assumptions of the issue,
course, or discipline?
• How do I know that this
knowledge claim is true?
• Is there an agenda or
ideology behind this
conclusion?
• What is the worldview
behind or implied by the
claim?
2. SO WHAT?
(the interpretation)
• How does the claim fit in
with the Christian faith?
• How could my worldview
act as a filter to evaluate
this subject?
• What ethical questions
does the
knowledge/expertise in this
subject raise?
• What does this subject tell
us about God?
3. NOW WHAT?
(the application)
• Where is the hope here?
• How might we reclaim this
area for the glory of God?
• How could the restoration
of this issue be a signpost
for the kingdom of God?
• How could learning in this
subject affect my faith
development?
*Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.

42. Integrative Questions
 English: What are the similarities and differences in interpreting the biblical
texts and interpreting other literature texts?
 Political Science: What is the role of forgiveness in international relations?
 Fine Arts: What are the limits, if any, on the freedom for human creative
expression?
 History: How do alternative views on the “direction of history” (e.g., linear,
cyclical, teleological) fit or not fit with the Christian narrative?
 Economics: What is the relationship between the quest for profitability and the
Christian call for compassion and justice?
 Physics: What are the similarities and differences between the use of models
in scientific inquiry and the use of models in theological inquiry?
 Education: What is the relationship between subject-centered and student-
centered teaching pedagogies in light of a Christian perspective on
personhood?*Adapted from Beers and Beers (2008). “Integrating of Faith and Learning” in The Soul of a Christian University: A Field Guide for Educators.

43. Academic Faith Integration Resources
https://www.apu.edu/faithintegration/

44. Designing the First Learning Unit
for Your Course
Dr. Michael Truong
Executive Director, Office of Innovative Teaching & Technology
Azusa Pacific University
www.apu.edu

45. Online Course Blueprint Template
Unit # Title of Unit
Learning Outcomes Taken from syllabus and focused on current unit
Overview Introductory text for students, providing an overview of what will be covered.
Read Required & Optional
Watch/Listen Required & Optional
Discuss Forum discussions
Do List learning activities, including assignments, group work, etc.
Quiz List assessment activities, including quizzes, tests, exams, etc.

46. Walk-Through of Online Course Blueprint Template

47. Example of Learning Units

48. Selecting Learning Activities
Source: Significant Learning Experience by Dee L. Fink (2003)

49. Selecting Learning Activities
Source: Significant Learning Experience by Dee L. Fink (2003)

50. Resources for Designing Learning Unit

51. Developing Meaningful Assessments
Dr. Michael Truong
Executive Director, Office of Innovative Teaching & Technology
Azusa Pacific University
www.apu.edu

52. Developing Meaningful Assessments
Two general categories of test items
1. Objective Items require students to select the correct response
from several alternatives or to supply a word or short phrase to
answer a question or complete a statement.
A. Examples: multiple choice, true-false, matching, completion
2. Subjective or essay items which permit the student to organize
and present an original answer.
A. Examples: short-answer essay, extended-response essay, problem
solving, performance test items
Adapted from Clay, B. “Is This a Trick Question? A Short Guide to Writing Effective Test Questions.” Kansas State University.

53. Developing Meaningful Assessments
Objective Items
multiple choice
true-false
matching
Completion
Subjective or Essay
Items
short-answer essay
extended-response essay
problem solving
performance test items
• Objective items can be correctly answered through blind guessing.
• Subjective or essay items emphasize written communication skills.
• Essay items are generally easier and less time consuming to
construct than are most objective test items, but require more time to
grade.
• When constructed well, both objective and essay test items are
good devices for measuring student achievement.
Adapted from Clay, B. “Is This a Trick Question? A Short Guide to Writing Effective Test Questions.” Kansas State University.

54. General Tips About Developing Assessments
Length of
Test
Clear,
Concise
Instructio
ns
Mix it up! Test Early Test Often
Check for
Accuracy
Proofread
Exams
One
Wrong
Answer
Special
Considera
tions
A Little
Humor
Adapted from Clay, B. “Is This a Trick Question? A Short Guide to Writing Effective Test Questions.” Kansas State University.

55. Resources for Developing Meaningful Assessments

56. Designing with Instructional Technology,
OER, Videos and Screencasts
Dr. Andrew Sears
President, City Vision University
www.cityvision.edu
Co-Founder CHEIA
www.cheia.org

57. When to Use Screencasts vs. “Talking Head” Videos
Screencast
 Teaching content
 Provides information & detail
 Cognitive learning
 Examples: presentations, how-
to videos, demonstrations
Talking Head
 Introduction and welcome
 Provides personal presence
 Affective learning or trust
 Examples: sermons,
motivational lectures, interviews

58. Design Challenges of Syllabus and Course Introduction
(or why many students never read the syllabus)
Institution Centered
• Focus: Requirements from
Accreditors & Regulators
Student Centered
• Focus: Usability for
students
Typical
Syllabus
Student Centered
Course Introduction
in LMS
Brief Personal
Video Intro
“Student Centered”
Syllabus
• Simple like Apple
• Seen by student
• Example: Udemy
• User interface designer
• Use design principles
• Verbose legal contract
• Ignored by student
• Example: most accredited schools
• Designed by a lawyer
• Use syllabus checklists

59. Image Source: https://upload.wikimedia.org/wikipedia/commons/5/5e/The_SAMR_Model.jpg