Georgia Regents University

COLLEGE OF NURSING Course Development Guide

October 8, 2014

V1.0

Table of Contents ACKNOWLEDGMENT ............................................................................................................................ 1 PURPOSE STATEMENT .......................................................................................................................... 2 WHAT IS “INTEGRATED”? ................................................................................................................... 2 HOW IS QUALITY ASSURED? .............................................................................................................. 2 THE ID-NURSING PARALLEL .............................................................................................................. 3 ID STAGES OVERVIEW .......................................................................................................................... 4

ANALYZE [ASSESS] ................................................................................................................................... 4 DESIGN [DIAGNOSE] ................................................................................................................................. 4 DEVELOP [PLAN] ...................................................................................................................................... 5 IMPLEMENT [IMPLEMENT] ........................................................................................................................ 5 EVALUATE [EVALUATE] ........................................................................................................................... 5

APPENDIX A: QUESTIONS AND CONSIDERATIONS FOR EACH ID STAGE ............................ 6 ANALYZE .................................................................................................................................................. 6 DESIGN ...................................................................................................................................................... 7 DEVELOP ................................................................................................................................................. 11 IMPLEMENT ............................................................................................................................................. 12 EVALUATE .............................................................................................................................................. 12

APPENDIX B: COURSE PLANNING TIMETABLE .......................................................................... 13 APPENDIX C: COURSE DESIGN WORKSHEETS ........................................................................... 17

EXAMPLE 1 OF 2: EXPANDED SYLLABUS WORKSHEET .......................................................................... 17 EXAMPLE 2 OF 2: MODULE STRUCTURE WORKSHEET ........................................................................... 19

APPENDIX D: D2L TUTORIALS AND KNOWLEDGE BASE (KB) ARTICLES .......................... 20 APPENDIX E: MODULE CHECKLIST ............................................................................................... 23 APPENDIX F: RESOURCES .................................................................................................................. 24

ACCESSIBILITY ....................................................................................................................................... 24 BLOOM’S TAXONOMY ............................................................................................................................ 24 COLLABORATION TOOLS ........................................................................................................................ 25 COPYRIGHT ............................................................................................................................................. 26 COURSE PLANNING AND DEVELOPMENT................................................................................................ 26 GRU CON POLICIES AND GUIDELINES .................................................................................................. 26 ONLINE ENGAGEMENT STRATEGIES ....................................................................................................... 26 ONLINE LEARNING AND PRESENTATION TOOLS .................................................................................... 26 PEDAGOGY .............................................................................................................................................. 27 SUPPLEMENTS FOR NURSING STUDENTS ................................................................................................ 27 TEACHING AND LEARNING STRATEGIES ................................................................................................ 27

GLOSSARY............................................................................................................................................... 28 REFERENCES .......................................................................................................................................... 29 DOCUMENT REVISION HISTORY ..................................................................................................... 30

Acknowledgment Raleigh Way, of Georgia Southern University, is gratefully acknowledged for his extensive work with instructional design principles for online course development and his gracious permission to use it. Much of the ADDIE description and associated questions in this document come from Raleigh’s work.

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Purpose Statement This guide serves as a resource for stakeholders who influence or are impacted by the planning and development of face-to-face (f2f), hybrid, and fully online courses for the Georgia Regents University College of Nursing (CON). Stakeholders include CON administration, faculty, and academic support staff. While this guide will be a course development resource for all learning environments, its primary focus is online environments. The online focus includes hybrid (also called blended) and fully online configurations. The guide is intended to supplement the Course Coordinator Handbook. Should information in this guide conflict with requirements set forth in the Course Coordinator Handbook, the Handbook will prevail until such time as the conflict is resolved by administrative decision and update of both documents.

What is “Integrated”? The word integrated in the context of this guide refers to three things: (a) compatibility of instructional design with nursing academic processes, (b) consonance between instructional design (ID) and instructional systems analysis (ISA) practices, and (c) adaptations for f2f and online learning environments. The integrated approach is intended to produce courses that are:

• Consonant with instructional technology best practices and support • Aligned among stated learning objectives, activities, and assessments • Consistent in design and appearance with other courses in a program • Compliant with course quality standards established by nationally recognized agencies

How is Quality Assured? Academic quality is a critical consideration from the inception of a course plan. The idea is to assure quality throughout the design and development process, not simply to run a quality check afterward. Essential among several resources for academic quality are The Quality Matters (QM) Program and The Online Learning Consortium (OLC, formerly Sloan Consortium). QM is nationally recognized, faculty-centered, peer review process designed to certify the quality of online courses and online components. The CON strives to follow the Quality Matters Rubric for Higher Education. OLC is the leading professional online learning society devoted to advancing quality e-Education learning into the mainstream of education through its community. The CON uses the following OLC resources as guidelines for the design and development of online courses: • The Sloan-C 5 Pillars of Quality Framework (learning effectiveness, scale, access, faculty

satisfaction, student satisfaction) • The Quality Scorecard Criteria for Excellence in the Administration of Online Education Program

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The ID-Nursing Parallel

“Design is intimately involved with learning and with learners.” (Richey, Klein, & Tracey, 2011, p. 3)

“The nursing process is used by the nurse to identify the patient’s healthcare needs and strengths, to establish and carry out a plan of care to meet those needs, and to evaluate the effectiveness of the plan to meet established

outcomes.” (Taylor et al., 2011, p. 19) The ID process is in many ways parallel to the nursing process. Both processes have the common characteristics of approach, intent, focus, and outcomes. Both embrace a problem-solving approach. The intent is to promote favorable interventions that effect learning for students, and health for patients. Decisions about interventions focus on the needs and strengths of the students for ID, and of the patients for nursing. Interventions are oriented to achievement of defined outcomes for both students and patients.

Images attribution: CoD_fsfe_Books_icon (left image), nurse_lamp (right image) Source: openclipart.org Outcome achievement is typically facilitated through systematic, dynamic processes. The ID and nursing processes are systematic in that each is guided by five interdependent components shown below. The components are dynamic in that they regenerate. In the ID process, for example, analysis continues even as it phases into design and other stages. The designer is continually working with course stakeholders to ensure the right information is gathered in order to define and achieve intended outcomes. Similarly, the assessment step in nursing may be repeated and revised as a patient’s situation evolves. With this parallel in mind, the next section presents an overview of the ID components as they relate to nursing education.

Instructional Design Process Nursing Process

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ID Stages Overview

“ID is the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance.” (Richey, Klein, & Tracey, 2011, p. 3)

“Nurses implement their roles through the nursing process, which integrates both the art and science of nursing—

that is, the nursing process is nursing made visible.” (Taylor, Lillis, Lemone, & Lynn, 2011, p. 19) A systematic approach to course creation establishes protocols for defining efficient and effective instructional solutions. This overview describes the stages of a classic instructional design process commonly known as ADDIE, an acronym for Analyze, Design, Develop, Implement, and Evaluate. A key point is that ADDIE is a thinking process that generates questions at each stage of course creation. The process described in this document, while systematic, is neither linear nor rigid. The point is to gather enough accurate, useful information to work purposefully and efficiently. A few questions are listed in this overview. An extensive list of example questions, considerations, and tasks for each stage is shown at Appendix A.

Analyze [Assess] The first step of the nursing process, assess, is collecting data. Similarly, the first stage of the ID process, analyze, is about gathering information. In both contexts the purpose is to identify what outcomes are desired, what measures to consider, and all imaginable constraints for getting there. Many questions should be asked to discern best answers, most of them during this first stage. The point here is simply to begin thinking about the many factors that impact decisions for course design. Preliminary

questions include: • What do we know about the students? • What do we expect students to know or do by the end of the course? • How will we determine whether students have accomplished expected outcomes?

Design [Diagnose] The design stage for instruction represents a slight departure from the diagnose step in nursing. The diagnose step focuses on interpreting the data collected during assessment. Outcome identification and planning come one step later. With instructional design, planning begins at this second stage and is based on the information at hand. The process as a whole allows for adjustment at successive stages, but outcome identification and planning begin here.

Points of consideration include measurable outcomes; assessments to measure the outcomes; and strategies, activities, and assignments, that support achievement of the outcomes. As outcomes are established, additional considerations are the levels and domains (knowledge, skill, attitude) of learning. Bloom’s Taxonomy is the common gauge for these determinations. If an approved syllabus exists (as is usually the case in the CON), program and course outcomes already established along with a topic outline. Having the syllabus is a helpful start, but several critical concerns are at stake here. When a course is part of an academic program all elements of the course design must be coordinated to ensure content and instructional continuity throughout the curriculum for that program. Therefore, design works best as a team effort. Details for design and team considerations are provided in Appendix A (questions to ask) and Appendix B (example timeline with suggested roles and responsibilities).

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Decisions resulting from questions asked during analyze and design stages should be documented. The document becomes a blueprint to follow during the development stage. A blueprint can be created in any format. One possibility is to use existing course syllabi as worksheets to build from. The format can be expanded by adding space after course components in the approved syllabi. An advantage of using expanded syllabi is that design decisions are recorded in tandem with required components, thus reinforcing alignment. Another possibility is a simple table format with standard components for each unit of instruction. Example templates are provided at Appendix C for use as Course Design Worksheets.

Develop [Plan] The ID and nursing processes align in that both begin development here. For nursing, the third step includes developing—or building--a plan of care. For ID, the develop stage means building the course content. This part of the ID process includes creating content material to support learning objectives with an eye toward alignment, selecting or revising technology assets, and adjusting the design plan as necessary. Development also means installing course materials in Desire2Learn

(D2L), and checking finished products. Checking should be done incrementally to ensure the course is being built according to design specifications. Quality assurance is an undercurrent throughout the course creation process, and it is especially important here. A checklist for reviewing each module is recommended. The checklist helps maintain focus on the functionality, and pedagogy throughout the development process to assure a quality product. A list of D2L tutorials and access links is available at Appendix D. An example checklist is provided at Appendix E.

Implement [Implement] For both nursing and ID, the implementation stage/step is the time to activate solutions. At this point nurses and educators move forward to help their respective patients and students achieve the outcomes identified earlier. Just as with nursing, it is important for instructors to maintain a presence to monitor responses or reactions and adjust the plan as needed. Evaluate [Evaluate] The Implement task list ended with a recommendation to request student feedback about course experiences. This is an example of stage overlap. Requesting feedback is a form of evaluation while the course is ongoing. When the course is over it’s time to evaluate the results by examining learning outcomes/objectives and the teaching/learning activities that facilitated them. Outcomes are the key factors for evaluation course design, and many factors can influence them. If there is a gap

between the expected learning outcomes and how well students achieved the expectations, then there is a problem with course activities and/or delivery.

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Appendix A: Questions and Considerations for Each ID Stage

Analyze About the project Think about the stakeholders in this project: leadership, administration, course designers, instructors, and support personnel. Specify who is involved, and who is expected to do what, and when. Be sure to document the answers! • Who are the leadership principals (Program Director, Site Coordinator, etc.) and what will be the

extent of their involvement in course design, preparation, and oversight? • Who are the course team members? (Includes as needed: course coordinator, site coordinator,

instructors/lecturers, lab and clinical faculty) • Who will be the course presenters (includes coordinators, instructors)?

o What qualifications do the course presenters have for teaching online? o Does anyone involved with the course need technology training (e.g., D2L, Echo360, WebEx)? o Have you scheduled the necessary training with the ISA?

• Who else is involved with the design of the course (other instructors, students)? • Have you scheduled time with the team to work on the course? What days/times? • What are the existing or anticipated learning constraints? • What is the timeline for course development? • When must the course be ready? • Have you scheduled a consultation with the ID AND the ISA? • What are the course pre- and co-requisites?

o What communication is established with coordinators for those courses to ensure continuity? o What is their expected level of responsibility in course design and development? o Has that responsibility been defined, documented, and communicated to each person?

• What is the communication plan for keeping course coordinators, instructors, and guest lecturers in the loop and on the same page in terms of instructional decisions that need to be made? For example, how do you plan to communicate:

o Role expectations o Course-related decisions o Information/questions/concerns

• What will be the preferred methods for student-faculty communication? For example, how do you plan to communicate:

o Notices/announcement to students o Q&A from students o Student to faculty notifications of inability to meet deadlines or take exams, who is appropriate

faculty to be notified, and what are acceptable/not acceptable terms of notification About the students • Who are the prospective students and what are their attributes?

o What are their demographics (age, work/learning experience)? o What do you know about their values and expectancies? o What do you know about their existing competencies or readiness gaps for the course? o How will you acknowledge these attributes in the design of the course?

• Why do the students need this course (prerequisite for another course, required for major? Elective?) • Are there prerequisite knowledge, skills, or abilities (KSAs) for this course? Describe. • Will you need a diagnostic test or activity to gauge student readiness for the course? • What will you do if students do not appear to have the prerequisite KSAs?

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About the course • Is this a new course? • Have you completed the Course Offering Form (COF) as specified in the College of Nursing (CON)

Course Coordinator Handbook? • For which program is this course? • What textbooks or workbooks will you use? • Have you ordered them? • When will they be available? • Have you requested desk copies for all main instructors in the course? • Do you need to reserve material in the library? • Do you need copyright clearances? (e.g., for text, images, audio/video. See copyright resources at

Appendix F.) About the learning environment • What are the delivery environments or requirements (e.g. face-to-face; fully online, blended/hybrid)? • Are online segments synchronous or asynchronous? • What are the pedagogical considerations for the delivery environment? • Will there be labs, clinicals, or proctored exams? • What are possible constraints for course delivery (e.g., limited connectivity for some students, travel

to lab sites, availability of preceptors for remote clinical sites)? • How will identified constraints be dealt with? What are the technology considerations?

o Learning management system (LMS) capabilities? o User knowledge and skill base with the LMS (includes faculty and student)? o Functionality of planned assessments and interactions with the LMS (e.g., assignment and

assessment tools, discussion areas, gradebook, links within and outside the courseroom)? • Functionality of external sites (e.g., Respondus)? • Software requirements? • Will there be time zone differences to consider if synchronous activities are planned? • Have you considered accessibility for students with disabilities? What provisions are available? • Other constraints?

Design

Creating effective courses is essentially about designing backward. Note this guide lists assessments immediately after objectives and before the content considerations. The idea is to define the end state first, in order to determine what kind of content is required to get to the outcome, and in what sequence. A critical aspect of the content is alignment, meaning coherence among outcomes, assessments, assignments, and activities. Appropriate assessments logically and adequately test the learning outcomes. In order for that to happen, it’s important to have outcomes that are clearly stated and measurable. At the same time, assignments and activities must be designed to support achievement of the stated and outcomes and objectives. Outcomes and objectives • What are the intended or specified course outcomes? • Are the outcomes based on accreditation agency, program, or university mission requirements? • Are the outcomes measurable as stated? • What level of Bloom’s Taxonomy is targeted for learning outcomes (Remembering, Understanding,

Applying, Analyzing, Evaluating, Creating)?

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• What must the students be able to do, or how are they expected to demonstrate that learning has taken place? (These statements will become specific, measurable learning objectives and will drive assessment decisions.)

More about outcomes and objectives: Learning outcomes have also been called competencies or objectives. The CON typically uses the term outcomes at program and course levels. The term objectives is recommended at the module level within courses. The distinction is made to differentiate the lower/more granular level from the more generalized higher-level outcomes. Terms currently in use and recommendations are detailed in the table below.

Term Use and Explanation Program outcomes Statements that specify competencies that are demonstrable upon

completion of an academic program. CON program outcomes are listed in each course syllabus.

Course outcomes (CO) Statements that specify competencies that are demonstrable upon completion of an academic course. COs are typically subsets of program outcomes; the COs should map to one or more program outcomes. CON course outcomes are listed in each course syllabus.

Learning objectives (LO) Statements that specify knowledge, skills, and abilities that are demonstrable upon completion of a course segment (commonly called a module or unit). Ideally, well-designed competencies are clearly stated and measureable by direct and/or indirect assessments. Sometimes that is not the case. Another possibility is that the stated outcome may require a variety of assessments over several courses. To facilitate assessment and to make learning requirements clearer for students, specific learning objectives can be developed that address individual course modules. LOs must map to one or more COs specified in the course syllabus.

Assessments • What does success (outcome achievement) look like? How will you know? How will students know? • What direct and indirect measures will you use? • How are the planned assessments aligned with objectives? • What kinds of assessments will you use?

o Mastery quizzes (scores recorded in LMS gradebook tool) o Practice (scored but not recorded in LMS gradebook tool) o Interactive games o Critical thinking questions (Writing test questions based on Bloom's Taxonomy) o Assignments (with rubrics as study guides) o Projects/Products o Journals/Reflections o Discussions

Activities and assignments • What assignments and activities will you want to include?

o Lectures (Use short audio/video lectures chunked into small segments under 10 minutes)

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o Group Projects o Case Studies/Analysis o Discussions or Discussion Groups o Problem-Based Learning o Examination of Assumptions o Critical Reviews o Student Portfolio

Content • What content already exists?

o Is it relevant to the course outcomes and assessments? o Does it need to be updated?

• What content needs to be created? Examples: o Course schedule/calendar o Study guides/Rubrics o Illustrations o PowerPoints o Scanning text or images o Convert content to Adobe Acrobat (pdf) o Audio/video lectures o Lecture outlines o Study guides o Instructions, procedures o Reading assignments o Exercises (individual or group) o Assignments o Quizzes or practice tests o Locate Web resources (Links)

• Who will create the content? • What supporting material will you need? Examples:

o Lecture notes or outlines o Rubrics, checklists, or guidelines to guide learning o Images for PowerPoint presentations o Demonstration or documentary videos

Instructional Strategies Instructional strategies are something like prescriptions (Morrison, Ross, and Kemp, 2007). Just as medical prescriptions provide ways to recover and maintain health, instructional strategies provide ways to enhance teaching and learning. Their purpose is to deliver content efficiently to effect favorable learning outcomes. Strategies include varied instructional approaches such as teacher-directed, student-centered, experiential/activity-oriented, skills-oriented. Example methods within the approaches include case studies, discussions, and team-based assignments. • How will you structure the learning events? Meaning…? • Have you considered various learning styles (e.g., visual, aural, kinesthetic)? • How will you adapt style variances for online instruction? • How will you support/scaffold instruction? Examples:

o Provide examples or model expectations for students o Use relevant, real-world learning experiences

• How will you organize learning activities? Examples: o Chunk learning activities into smaller pieces

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o Sequence content in logical order • How will you promote interaction with faculty, content, and other students? Examples:

o Class Discussions (Guidelines, rubrics) o Study Groups (Participation expectations, Guidelines, rubrics) o Peer Evaluation (for group work, guidelines, rubrics) o Individual feedback when appropriate o Discussion summaries for time management o Use chat for small group brainstorming

Units of instruction Units of instruction are parcels of information presented throughout the course. Typically, course content is distributed in weekly units throughout the semester. Not all content lends itself to a single week’s worth of work, however. An alternative is to group information into modules according to topic or practice (e.g., labs or clinical). Done that way, a single unit might last two or three weeks. Part of the design process is deciding how to organize the units, and then what to call them: Weeks, Modules, Topics—or Units. It doesn’t really matter what the units are called. What does matter is consistency across courses within a program. Finding Modules in one course and Weeks in another, for example, is confusing for students. For each unit, do the following: • Name the unit • Identify the course outcomes listed in the syllabus that this unit supports • Write measurable learning objectives to support the identified course outcomes • Decide how to assess achievement of each learning objective • Match content in the syllabus to the learning outcome and learning objectives • Describe the instructional strategies to be used

Sequencing How will you want to present the content? The order of information can affect learning outcomes. Three sequencing examples are shown here (Morrison, Ross, and Kemp, 2007): • Learning-related

o Based on characteristics derived from learner analysis o Builds from simple to complex, point of interest to point of instruction, known prerequisites to

new information • World-related

o Based on sequencing consistent with “real world” practices or perceptions o Considers context and relationships

• Concept-related o Based on logical or conceptual relationships o Examples include logical progressions, and class or category relationships

Media • What media requirements are anticipated? • What resources are currently available (e.g., simulation licenses, videos, interactive case studies) • Are supplemental resources available from textbook publishers? • Can GRU media developers create something? (NOTE: This is not a casual decision. Media

development requires cogent rationale, clear specifications, and approximately one year of development time)?

• Has the ISA been consulted to ensure online compatibility and functionality?

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Develop

Content • Are measurable objectives written for each unit? • Are the objectives signaling what the students will be able to do? • Are assignments, assessments, assignments and activities created for each unit? • Are clear instructions provided for all unit requirements? • Are schedules and instructions posted for work beyond the classroom (lab, clinical, etc.)? • Are all topics complete? Develop additional content if necessary.

Alignment • Have objectives been mapped to course outcomes specified in the approved syllabus? • Do the assessments measure the unit learning objectives? • Does content support the topical outline in the syllabus? (NOTE: Content sequencing may differ

from the order of the topical outline in the syllabus. This is acceptable provided all content addresses and aligns with syllabus topics.)

• Do assignments and activities lead to accomplishment of objectives? • Do textbooks and other reading or support materials align with course objectives?

Course orientation The course orientation unit should be developed last, yet placed first in D2L. The orientation module serves as a map for the course structure and content, which must be created before the map can be developed. Components of the orientation module are listed below. These components are in accordance with the Quality Matters Higher Education Rubric. • Welcome page (faculty introductions—photo strongly recommended, short video is even better) • Instructions for how to get started and where to find various course components • Syllabus • Schedule(s) • Technical requirements/student support information • Accessibility information (See Accessibility resources at Appendix E) • Policies (include academic integrity, laptop/testing, remote proctoring, student handbook, etc.) • Communication rules (netiquette) • Class introduction assignment

Learning environment • Have folders been created in D2L for each unit of instruction? • Has a course orientation unit been placed first? • Is all the content in place

Module Review for quality assurance and functionality • Has a Module Review Checklist been completed for each module? • Is the course structure set up in D2L easy to understand and follow? • Are course orientation pages professional looking? • Do all the links work? • Are the learning modules consistent in form and function? • Does content load/download as intended? • Does the grade book score assignments and quizzes/assessments as intended?

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Implement Pre-launch checks • Start/end dates, due dates, etc., for topics to be covered, assignments, quizzes, discussions postings • Settings for assignments, quizzes, exams • Links in learning modules • Student activities to make sure they are clear and correlate with content in menu

First Few Days The first few days should be devoted to allowing the students to become oriented to the course. STUDENTS should: • Read the course welcome page • Work through the course orientation information • Introduce themselves (This creates a sense of community. The assignment could be optional for

blended courses, mandatory for fully online.) FACULTY should: • Give feedback to some or all of the introductions • Have students test audio or video (if used) to ensure they know how to use it • Make sure the students understand all the course policies as outlined in the course orientation module • Ask if there are any questions • Give a quiz on the course orientation module (optional) • Give a practice quiz so students become familiar with the technology (NOT optional) • Announce when the students should begin working • Check email and discussions in D2L frequently and respond to students in a timely manner

Throughout the Course Continue monitoring. Ask for and encourage student feedback. Asking periodically for student feedback will help identify potential problems with content, strategies, and course functionality. Formative (in-progress) feedback is useful to help determine what is working and not working. This capability is set up in the course template for every learning module. Faculty have access to this feedback at any time. It is recommended that you read the feedback on a frequent basis, and make adjustments to the course as necessary. Open-ended questions get the best results. For example: • What did you like best about this learning unit? • What did you like least about this learning unit? • How would you improve this learning unit?

Evaluate

Evaluation is a process that should run continually throughout the design, development, and implementation of a course. Answers to the following questions should help improve course design: • Were the stated learning outcomes specific enough to inform the students of how they should study

and how they would be assessed? • Were the learning outcomes measureable? • Did assessment strategies appropriate for measuring the learning outcomes? • Did the teaching strategies and learning assignments help students achieve the stated learning

outcomes? • Did the students' demonstration of learning align with your stated learning outcomes? • Were instructions clear for assignments and assessments? • Were examples or models provided?

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Appendix B: Course Planning Timetable Designing and developing a course can take a considerable amount of time. A new course will take months to develop properly. Even refreshing an existing course will require several weeks to review and implement updates. Links to a few example timelines are shown below.

Institutional example Weeks allocated

University of Florida (http://icsde.ifas.ufl.edu/resources-timeline.shtml) 24

Washington University in St. Louis (http://teachingcenter.wustl.edu/strategies/Pages/course-planning-timeline.aspx)

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University of New Hampshire (http://www.unh.edu/eunh/development-timeline ) 12 When you first begin working on a course it is helpful to set aside certain days and times, and stay on a regular schedule. It is equally important to determine who the stakeholders are, where responsibilities reside, and what deliverables are to be expected. Key takeaway: A well-designed course takes time and teams. An example timeline for planning milestones, actions, and deliverables is shown below. The CON ID and ISA are instrumental in guiding and supporting you through the process.

Meetings & Milestones Actions Deliverables 16-24 weeks before course start: Analyze • Initial meeting for course

review and information discovery: o Program Director (PD) o Course Coordinator(s) (CC), o Instructional Designer (ID) o Instructional Systems

Analyst (ISA) • For an existing course,

incorporate evaluation results from prior semester offering.

• Conduct learner analysis • Review course syllabus • Incorporate change

recommendations from course review conducted per Course Coordinator Handbook

• List the major topics/skills that should be taught in the course if not already identified in an approved syllabus

• Review current curricular approaches and forms of assessment

• Review technology used/required.

• Collaborate with ID/ISA to construct a timeline for design and development of the online course

• Updated or new syllabus per revision protocol established by governing body (i.e., Faculty Senate) (CC).

• Updated revisions to support and policy documentation (ISA)

• List of anticipated technology requirements (ID/ISA)

• List of anticipated instructional technology (IT) training and resource needs for faculty and students (CC, ID, ISA).

• Signed timeline agreement with deliverable dates specified (CC, ID, ISA)

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Meetings & Milestones Actions Deliverables

14-21 weeks before course start: Design Conduct follow-up meeting(s) with CC and ID/ISA to establish the Course Blueprint.

• Review and/or develop course goals & objectives.

• Identify/order textbooks or other materials.

• Write measurable learner objectives for each topic.

• Identify the time learners will spend on each topic/skill.

• Discuss course assessment methods.

• Sequence the topics in the order they should be presented

• Review and/or develop course modules or units of instruction.

• New/revised course goals & objectives (CC, ID)

• IT training plan for faculty (ISA)

• Course Blueprint for development. (ID). Blueprint includes: o List of modules/units o Module-specific

learning objectives o List of planned

Activities, Assignments, and Assessments (3As) to support module objectives

o List of 3As that need to be located, updated, or created.

12-17 weeks before course start: Develop • Begin content development

(CC, site coordinator, designated course presenters, lab & clinical faculty).

• Incorporate Design decisions.

• List learning objectives for each unit of instruction.

• Map learning objectives to course outcomes from the syllabus.

• Select assessment types for the learning objectives.

• Develop draft assessments/rubrics/scoring guides

• Develop content for 2-3 modules.

• Draft of first modules (CC, ID). For each module, include complete: o List of learning

objectives with supported course outcomes identified

o List of activities, assignments, & assessments

Associated content (e.g., reading materials, video/audio recordings, images, etc.)

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NOTE: see next page for the Evaluation stage. This stage is shown separately because it is not calculated in the course development timeline. Nevertheless, evaluation is a critical component of the instructional design process. Although evaluation is listed as the last of five components, it is ongoing throughout course planning and development.

Meetings & Milestones Actions Deliverables

Develop (continued) Conduct ongoing content review meetings with CC, ID, and ISA

• Review first modules for completeness, alignment, and usability.

• Discuss development concerns and solutions.

• Review timeline; adjust as needed.

• Set up D2L Preparation course for uploading content.

• Complete and upload course. • Create course schedule. • Set up assessment tools and

grade book. • Gather information needed for

assessment technology strategies

• Completed checklist for each module (CC with faculty peers)

• Confirmed/revised milestone schedule (ID)

• D2L Preparation Course (ISA)

• Complete, uploaded course (CC). Includes: o General course

information (student navigation, policies, communication expectations)

o Syllabus o Schedule o Assessments o Grade book

• Faculty and student Instructional Technology support documentation development (ISA)

2 weeks before course start: Implement Run quality assurance check on all units of instruction & course assessments. (CC and faculty team, with input from ID, ISA).

• Ensure all content and assessments are complete and uploaded.

• Ensure all links, recordings, presentations, and interactions are functioning as intended.

• Ensure faculty have completed necessary IT training.

• Complete and sign course review checklist.

• Launch the course.

• Completed, signed final course review checklist (CC, ID, ISA)

• Demonstration of faculty IT proficiency (designated faculty, ISA)

• Complete, access-ready course

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Meetings & Milestones Actions Deliverables

Evaluation: Formative (while course is ongoing) Collect student data (CC or designated instructor)

• Encourage students to provide feedback at the end of each module.

• Assure students that the feedback is anonymous.

• Compile comments throughout the course

• Documentation of formative comments. (CC or designated instructor) Include

• Trend indications (repeated comments)

• Corrections/changes made during course

• Recommendations for revision

Evaluation: Summative (after course completion) Conduct student course evaluation survey (Designated staff member or non-affiliated faculty* designee) *A CON staff member or faculty not affiliated with the course is recommended. Having a neutral party administer the survey promotes further assurance that student feedback is anonymous.

• Encourage students to provide feedback at the end of each module.

• Assure students that the feedback is anonymous.

• Collate survey comments and data.

• Documentation of summative comments. (CC or designated instructor) Include: o Trend indications (repeated

comments) o Recommendations for

revision

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Appendix C: Course Design Worksheets

Example 1 of 2: Expanded Syllabus Worksheet NOTE: Unshaded areas are used to document design decisions that form the blueprint for course development. Gray-shaded areas represent components that are not to be amended once approved by the Faculty Senate. Major changes to course content and design must follow procedures specified by the CON Course Coordinator Handbook and the CON Program and Course Development & Revision document. Both documents are posted in the CON Intranet website. COURSE TITLE PLACEMENT PREREQUISITES CO-REQUISITES FACULTY/FACILITATORS

COURSE DESCRIPTION

LEARNING OUTCOMES Learning Objectives TOPICAL OUTLINE Topic sequencing Units of instruction TEACHING/LEARNING METHODS

Activities • Class Discussions (Guidelines, rubrics)

• Study Groups (Participation expectations, Guidelines, rubrics)

• Peer Evaluation (for group work, guidelines, rubrics) Assignments CRITERIA FOR THE SELECTION OF TEACHING/LEARNING METHODS

METHODS OF EVALUATION Assessments

• Exams • Quizzes • Scoring guides/rubrics

GRADING SCALE

REQUIRED TEXTS ATI LEARNING SYSTEM

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ATI LEARNING SYSTEM SCORING

ON-LINE ENGAGEMENT OULOOK & D2L

STUDENT-FACULTY COMMUNICATION

COURSE EVALUATION GRU MISSION STATEMENT GRU VISION STATEMENT GRU VALUES CON MISSION STATEMENT CON VISION STATEMENT CON VALUES PROGRAM OUTCOMES APPROVED

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Example 2 of 2: Module Structure Worksheet This worksheet is a planning document for designing the module structure in each course. Its purposes are to supplement to the approved course syllabus and to provide a blueprint for course design, development, and revision. The format is shown here with example content. PROGRAM and COURSE IDENTIFICATION NURSING PROGRAM (e.g., RN-BSN COURSE TITLE (e.g., NURS3801_Health Assessment Across the Lifespan) COURSE OUTCOMES (Show course outcomes listed in course syllabus. Purpose is to have quick-

reference access in order to map module-level learning objectives. See ID notes below.)

Instructional Design (ID) NOTES for instructor

In consultation with the ID: 1. Create module-level learning objectives (LOs)

• Determine which LOs support course outcomes (COs). • List the LO-CO connections for each module. • Eliminate LOs that do not support or relate to COs.

2. Determine how to measure LO achievement (specify requirements for student demonstration of KSAs, e.g., exams, lab check-offs)

3. Create assessment documents (exams, checklists, rubrics, etc.) 4. Decide how to schedule labs/clinicals. Create lab/clinical preparation

documents and checklists. 5. Decide how to present content (lecture, videos, team projects,

demonstrations, etc.) Module Structure (Partial examples shown here from NURS-3801 for RN-BSN Program) Module 1: Evidence-Based Assessment (EBA) Introduction Nursing is an art and science. It is a profession that utilizes knowledge and

skills to promote wellness and to care for people in both health and wellness in a variety of settings. The focus of this module is the evidence-based assessment, which is the essential element of the first phase of the nursing process and involves the collection of data for nursing purposes.

Learning Objectives

1. Discuss the role of assessment as the starting point of all models of clinical reasoning. (Supports CO1, CO2)

2. Describe the use of diagnostic reasoning and the nursing process in clinical judgment. (Supports CO1, CO2)

Study Guide 1. What is the role of assessment as the starting point of all models of clinical reasoning and critical thinking?

2. How does a medical diagnosis differ from a nursing diagnosis? 3. What is the difference between first-level, second-level, and third-level

priority problems? Activities and Assignments

Readings: Jarvis Ch. 1, 8, 9 Videos/Presentations: Nursing process and EBA. Actions: Discussion question. Have students select one of three questions based on LOs listed for this module.

Assessments • Practice quiz (10-20 questions) • Discussion question rubric

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Appendix D: D2L Tutorials and Knowledge Base (KB) Articles Many tutorials and Knowledge Base (KB) articles have been created for commonly-used D2L and Respondus functions. Make note of this address as your primary resource: https://gru.service-now.com • Login credentials are your network user ID and password (the same ones you use to access Outlook

email). • Once in Service Now, enter your keywords in the search field to find information to meet your needs

(e.g., exam checklist, copy content, gradebook, etc.). • You can also use KB article numbers (e.g., KB00010607) as search terms.

Links to several items are provided below. NOTE: GRU is using D2L version 10.3 as of May 2014. Many of the articles listed reference v10. The information and procedures are still valid regardless of the earlier version number. CON Online Testing index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010604

For Faculty and Proctors:

CON Online Exam Checklist for Augusta Campus MSN-CNL and BSN program Proctors

Desire2Learn (D2L) v10 Instructor Tutorial: Best Practice Quiz Settings

CON Online Exam Checklist for Faculty Administering Off Campus Exams (All campuses and programs)

For Students:

IT CheckList for MSN-CNL and BSN Nursing Students

CON Laptop Exam Checklist for Augusta Campus Students (CON MSN-CNL and BSN programs)

Respondus Monitor: Getting setup and ready to take an online exam from off campus

CON Policy and SOPs:

CON Laptop Requirement Policy

CON Online, Augusta Campus Examination Policy for MSN-CNL and BSN programs

Desire2Learn (D2L) v10.X Instructor Tutorial Index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010460

Tools and Course Structure

Support 24x7

Copy All Content From One Course To Another: All Content

Import Most Recent Copies of Assessments and Grade Items

Enroll an instructor into a course

Export Gradebook

Make Course Available for Students

Add a PDF or Word document to a D2L course

How to create HTML content in D2L

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Regrade a quiz

Working with the Gradebook

Understanding How Groups are Set Up

Enrolling Users into Groups

Creating a group category and restricted Discussions

Example of Complex Group Restricted Discussions

Discussions Quick Guide

Explanation of how students view rubrics

Drop a Question from a Quiz and Re-grade

Previewing a quiz as an instructor

Online Exam Preparation Timeline for D2L

Desire2Learn (D2L) v10 Online Testing Index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010604

IT Checklist for MSN-CNL and BSN Nursing Students

CON Laptop Requirement Policy

Examination Policy for MSN-CNL and BSN programs

CON Online Exam Checklist for Proctors

Best Practice Quiz Settings

CON Laptop Exam Checklist for Students

Respondus 4.0: Index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010573

How to print a hardcopy of an exam from D2L v10

How to import questions into D2L

How to download an exam from Desire2Learn (D2L) v10.3

Standard File Formatting for Import (Downloadable .doc NOTE: This document shows the spacing required for question formats in order to import to Respondus directly from Word. Instructions are not included.)

Download and configuration

Respondus Monitor Index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010709

How to enable D2L Quiz settings to require Respondus LockDown Browser and Monitor

How to review Respondus Monitor videos for students taking an online exam from off campus

Getting setup and ready to take an online exam from off campus

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Echo360 Personal Capture v5: Index: https://gru.service-now.com/kb_view.do?sysparm_article=KB0010484

How to download Echo360 Personal Capture Software (PCAP)

How to record

Tips for recording from home

How to publish a recording

How to make a recording unavailable

How to edit a recording title

Putting Echo360 v5 recording links into an HTML file

How to copy a recording to a different course folder

Echo360 Personal Capture Error – Host Not Found Echo360 Troubleshooting Information

Echo360: Using links from within D2L and Internet Explorer browser to view

Stop capture and title a recording

How to pause, resume, and stop a recording

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Appendix E: Module Checklist

Use this checklist for each module to ensure it meets standards for quality and consistency. It is recommended that you elicit the aid of others to participate in this phase of the project to ensure that elements of the module are present and that it will provide a good learning environment for the students. Course Number/Name: ____________________________________________________________ Learning Module Number/Name: ____________________________________________________

Items YeslNo Comments & Actions Needed Date Corrected

Structure & Function Consistent module structure established Visual organization of menu items is simple and clear

Structure, form, and function match other courses in this program

Links to external sites work Links to internal documents work Copyright materials/permissions have been obtained. Resources properly cited to be an example for students (plagiarism avoidance)

Pedagogy Module introduction is written in student friendly language. The general purpose and real-world application (why we need to know this) should be clear

Module objectives are specific and measureable

Module objectives align with course outcomes in syllabus

Assessments align with learning objectives Rubrics and study guidelines present where necessary

Activities/assignments align with assessments Activities provide for student-student, student-instructor, student-content interactions

Instructional materials are varied (multiple resources/techniques) to meet learning needs

Content is chunked, sequenced, scaffolded ADA/usability features have been included

Review Process Module content peer-reviewed Module functionality reviewed by ISA/ID

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Appendix F: Resources

Accessibility The Quality Matters Rubric Standard 8 states that online courses should have accessible technologies available and that guidance is provided for how to obtain those technologies. The list below includes information on disability services provided by GRU. The list also includes non-GRU resources for creating accessible course materials. To meet QM standards, GRU disability information must be included with course information materials. It is recommended that the GRU information be presented in the Course Orientation module for all CON courses.

GRU Policies and Services

GRU Policy for Accommodation Students with Disabilities

GRU Testing and Disability Services

GRU Accommodation Procedures for Students

Web Accessibility Resources

How to meet Web Content Accessibility Guidelines (WCAG) 2.0

San Francisco State University Accessibility Technology Initiative (ATI)

WebAIM articles for adaptation of commonly-used programs:

PowerPoint Accessibility

Microsoft Word

PDF Accessibility

Bloom’s Taxonomy Resources abound for explanations and visual representations of this time-honored taxonomy of learning. The list below offers links for few quick-look resources and scholarly articles with implications for nursing or other medical education. For your convenience, available permalinks directly to scholarly articles are provided below each listing. Bloom’s Digital Taxonomy: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

249 Bloom’s Taxonomy Verbs for Critical Thinking: http://www.teachthought.com/learning/249-blooms-taxonomy-verbs-for-critical-thinking/ The Revised Bloom's Taxonomy: implications for educating nurses.

Su WM, Osisek PJ. J Contin Educ Nurs. 2011 Jul;42(7):321-7. doi: 10.3928/00220124-20110621-05. PMID: 21707023 [PubMed - indexed for MEDLINE] Permalink: http://search.proquest.com/docview/873714749?accountid=12365

Applying the Revised Bloom's Taxonomy to a medical-surgical nursing lesson.

Su WM, Osisek PJ, Starnes B. Nurse Educ. 2004 May-Jun;29(3):116-20.

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PMID: 15167579 [PubMed - indexed for MEDLINE] Permalink: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006223-200405000-00010&D=ovft&PDF=y

Using problem-based learning in staff development: strategies for teaching registered nurses and new graduate nurses.

Chunta KS, Katrancha ED. J Contin Educ Nurs. 2010 Dec;41(12):557-64. PMID: 21218522 [PubMed - indexed for MEDLINE] Permalink: Not available

Learning and teaching: the reciprocal link.

Forrest S. J Contin Educ Nurs. 2004 Mar-Apr;35(2):74-9. Review. PMID: 15070190 [PubMed - indexed for MEDLINE] Permalink: http://ezproxy.gru.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2004074208&site=ehost-live

The cognitive context of examinations in psychiatry using Bloom's taxonomy.

Miller DA, Sadler JZ, Mohl PC, Melchiode GA. Med Educ. 1991 Nov;25(6):480-4. PMID: 1758329 [PubMed - indexed for MEDLINE] Permalink: Not available

Online teaching strategies to improve collaboration among nursing students.

Posey L, Pintz C. Nurse Educ Today. 2006 Dec;26(8):680-7. Epub 2006 Oct 18. Review. PMID: 17052806 [PubMed - indexed for MEDLINE] Permalink: http://www.sciencedirect.com/science/article/pii/S0260691706001158

Collaboration Tools D2L Tools

Discussion Tool

Groups Tool

StudyMate: (a licensed tool available through D2L)

Example Open Source Tools

GroupZap

Stormboard

Skype

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Copyright Copyright compliance is an ongoing concern. The resources listed here detail GRU and University System of Georgia (USG) policy and other guidance for compliance.

GRU Policy for the Use of Copyrighted Materials

University System of Georgia Copyright Policy

Introduction to the Fair Use Checklist

Guide to the TEACH Act

Course Planning and Development Articulating Learning Objectives:

http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

Top 10 Rules for Developing Your First Online Course: http://www.facultyfocus.com/articles/online-education/top-10-rules-developing-first-online-course/

Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.1050-1060).

GRU CON Policies and Guidelines

The CON has developed policies to address numerous aspects of faculty development and course planning. Documents relevant to the information in this guide are listed below. The documents listed are housed in the CON Intranet at https://paws.gru.edu/pub/college-of-nursing/Pages/default.aspx

CON Course Coordinator Handbook. (undergoing revision)

CON Faculty Role Definitions. (2013)

CON Faculty Senate Handbook (undergoing revision)

CON Program and Course Development & Revision. (2014)

Online Engagement Strategies

Community of Inquiry (Athabasca University: https://coi.athabascau.ca)

Three ways to Improve Student Engagement in the Online Classroom https://www.vcu.edu/cte/resources/newsletters_archive/OC0903.pdf

Online Learning and Presentation Tools

Go2WEB20 Online tools and applications http://www.go2web20.net

Faculty Guide to Teaching Through Videoconferencing: http://clc.its.psu.edu/sites/default/files/content-classrooms/Videoconferencing.pdf

Strategies for Effective Teaching: Using Interactive Video in the Distance Education Classroom http://www.designingforlearning.info/services/writing/interact.htm

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Top 100 Tools for Learning http://c4lpt.co.uk/top100tools/

Pedagogy

50 Education Technology Tools Every Teacher Should Know About: http://www.edudemic.com/50-education-technology-tools-every-teacher-should-know-about/

14 Technology Concepts Every Teacher Should Know About http://www.educatorstechnology.com/2013/03/14-technology-concepts-every-teacher.html

10 Technology Skills Every Educator Should Have http://blog.discoveryeducation.com/blog/2012/06/13/10-technology-skills-every-educator-should-have/

The 33 Digital Skills Every 21st Century Teacher Should Have http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

Weimer, M. (2012). Five Characteristics of Learner-Centered Teaching. http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/

Supplements for Nursing Students

NCLEX preparation (Khan Academy): https://www.khanacademy.org/test-prep/NCLEX-RN

Study Tips for Nursing Students://www.nursingshow.com/student-nurse-tips/

Teaching and Learning Strategies

Adult Learning Theory http://epltt.coe.uga.edu/index.php?title=Adult_Learning

Emerging Perspectives on Learning, Teaching, and Technology http://epltt.coe.uga.edu/index.php?title=Main_Page

Instructional Strategies for Online Courses http://www.w3.org/WAI/WCAG20/quickref/

Online Teaching: Have you got what it takes? http://members.shaw.ca/mdde615/

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Glossary

Abbreviation/Term Definition CC Course Coordinator ID (Instructional design/designer) Instructional design (ID) is essentially a backward planning process

for course development: identify the desired end state first and then determine how best to get there. The instructional designer (also abbreviated as ID) works in concert with the faculty to establish learning objectives and to design exercises and activities that facilitate student learning. The ID leverages pedagogical theory and research to help faculty learn to: • Articulate relevant learning outcomes • Identify the strengths and limitations of the teaching

environments (i.e., face-to-face, online) and technology resources

• Decide which pedagogical approaches and technologies will work best in a given environment to achieve the desired end state

ISA (Instructional systems analyst) The Instructional systems analyst (ISA) provides support and

training in the form of technology best practices and faculty development. To ensure best practices, the ISA: • Keeps abreast of current versioning and functionality of the

D2L LMS • Works with college leadership to evaluate and implement new

instructional technologies • Leads instructional technology advisory committees (ITAC)

For faculty development, ISAs help faculty learn to: • Navigate within the D2L learning management system (LMS) • Record and upload their lectures • Conduct web conferences • Select and use appropriate learning technologies in their

courses

PD Program Director IP Conventionally this term stands for internet protocol. In the context

of CON usage, IP refers to courses conducted via WebEx to connect between local and remote campuses.

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References

Bristol, T. J. & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: DavisPlus.

Doyle, T. (2008). Helping students learn in a learner-centered environment: a guide to facilitating learning in higher education. Sterling, VA. Stylus.

Moore, J. C. (2005). The Sloan Consortium quality framework and the five pillars. Needham, MA: Sloan-C.

Palloff, R., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA. Jossey-Bass.

Quality Matters Rubric Standards. (2011-2013 ed.) https://www.qualitymatters.org/higher-education-

program Richey, R. C., Klein, J. D., & Tracy, R. W. (2011). The instructional design knowledge base: theory,

research, and practice. New York: Routledge. Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamentals of nursing: the art and science of

nursing care (7th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Way, Raleigh (n.d.) Instructional design using the ADDIE model. http://raleighway.com/addie/index.htm

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Document Revision History Version: 0.1 Description of Version: Initial Draft Name Date Authored/Edited by: Sara Bryan April 11, 2014

Shawnee Sloop April 11, 2014 Reviewed by: Lori Anderson May 30, 2014 (approximate)

Approved by: Version: 0.2 Description of Version: Revision of v0.1 Revisions made: • Changed initial version number to 0.1 to reflect Draft status

• Made corrections from v0.1 Reviewer’s annotated hard copy • Amended wording on cover design • Replaced ID-Nursing Parallel graphics • Added Appendices for D2L tutorials and module checklist • Added v0.2 Reviewers

Name Date Authored/Edited by: Sara Bryan July 1, 2014

Shawnee Sloop July 1, 2014 Reviewed by: Lori Anderson July 17, 2014

S. Renee Flippo July 31, 2014 Annette Bourgault August 2, 2014

Approved by: Version: 0.3 Description of Version: Revision of v0.2 Revisions made: • Added Shawnee Sloop as co-author to all versions

• Incorporated comments from v0.2 Reviewers Name Date Authored/Edited by: Sara Bryan September 2, 2014

Shawnee Sloop September 2, 2014 Reviewed by: Lori Anderson August 28, 2014

Amber McCall September 3, 2014

Approved by: Version: 0.4 Description of Version: Revision of v0.3_FINAL DRAFT Revisions made: Incorporated comments from v0.3 Reviewers Name Date Authored/Edited by: Sara Bryan October 6, 2014 Reviewed by: Lori Anderson October 6, 2014

Approved by:

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Version: 1.0 Description of Version: FINAL APPROVED Revisions made: • Incorporated comments from v0.4 Reviewers

• Moved Document Revision History to end of document Name Date Authored/Edited by: Sara Bryan October 6, 2014 Reviewed by: Lori Anderson October 6, 2014

Approved by: CON Academic Affairs Committee October 8, 2014

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