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
Program outcomes
Use and Explanation
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
o
o
o
o
o
o
Group Projects
Case Studies/Analysis
Discussions or Discussion Groups
Problem-Based Learning
Examination of Assumptions
Critical Reviews
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, studentcentered, 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 (inprogress) 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
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University of Florida (http://icsde.ifas.ufl.edu/resources-timeline.shtml)
Washington University in St. Louis (http://teachingcenter.wustl.edu/strategies/Pages/courseplanning-timeline.aspx)
24
University of New Hampshire (http://www.unh.edu/eunh/development-timeline )
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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
16-24 weeks before course start: Analyze
• Initial meeting for course
• Conduct learner analysis
review and information
• Review course syllabus
discovery:
• Incorporate change
o Program Director (PD)
recommendations from course
o Course Coordinator(s) (CC),
review conducted per Course
o Instructional Designer (ID)
Coordinator Handbook
o Instructional Systems
• List the major topics/skills that
Analyst (ISA)
should be taught in the course if
• For an existing course,
not already identified in an
incorporate evaluation results
approved syllabus
from prior semester offering.
• 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
Deliverables
• 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
14-21 weeks before course start: Design
Conduct follow-up meeting(s)
• Review and/or develop course
with CC and ID/ISA to establish
goals & objectives.
the Course Blueprint.
• 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.
12-17 weeks before course start: Develop
• Begin content development
• List learning objectives for each
(CC, site coordinator,
unit of instruction.
designated course presenters,
• Map learning objectives to
lab & clinical faculty).
course outcomes from the
• Incorporate Design decisions.
syllabus.
• Select assessment types for the
learning objectives.
• Develop draft
assessments/rubrics/scoring
guides
• Develop content for 2-3 modules.
Deliverables
• 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.
• 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.)
14
Meetings & Milestones
Develop (continued)
Conduct ongoing content
review meetings with CC, ID,
and ISA
Actions
Deliverables
• 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 • Ensure all content and
all units of instruction & course
assessments are complete and
assessments. (CC and faculty
uploaded.
team, with input from ID, ISA). • 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
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.
15
Meetings & Milestones
Actions
Deliverables
Evaluation: Formative (while course is ongoing)
Collect student data (CC or
• Encourage students to provide • Documentation of formative
designated instructor)
feedback at the end of each
comments. (CC or designated
module.
instructor) Include
• Assure students that the
• Trend indications (repeated
feedback is anonymous.
comments)
• Compile comments
• Corrections/changes made
throughout the course
during course
• Recommendations for revision
Evaluation: Summative (after course completion)
Conduct student course
• Encourage students to provide • Documentation of summative
evaluation survey (Designated
feedback at the end of each
comments. (CC or designated
staff member or non-affiliated
module.
instructor) Include:
faculty* designee)
o Trend indications (repeated
• Assure students that the
comments)
feedback is anonymous.
*A CON staff member or
o Recommendations for
• Collate survey comments and
faculty not affiliated with the
revision
data.
course is recommended. Having
a neutral party administer the
survey promotes further
assurance that student feedback
is anonymous.
16
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
17
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
18
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 quickreference 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)
Nursing is an art and science. It is a profession that utilizes knowledge and
Introduction
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 evidencebased assessment, which is the essential element of the first phase of the
nursing process and involves the collection of data for nursing purposes.
1. Discuss the role of assessment as the starting point of all models of
Learning Objectives
clinical reasoning. (Supports CO1, CO2)
2. Describe the use of diagnostic reasoning and the nursing process in
clinical judgment. (Supports CO1, CO2)
1. What is the role of assessment as the starting point of all models of
Study Guide
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?
Readings: Jarvis Ch. 1, 8, 9
Activities and
Videos/Presentations: Nursing process and EBA.
Assignments
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
19
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.servicenow.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
20
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.servicenow.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
21
Echo360 Personal Capture v5: Index: https://gru.servicenow.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
22
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, studentinstructor, 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
23
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/249blooms-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.
24
PMID: 15167579 [PubMed - indexed for MEDLINE]
Permalink:
http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=0000622
3-200405000-00010&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&A
N=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
25
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/onlineeducation/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
26
Top 100 Tools for Learning http://c4lpt.co.uk/top100tools/
Pedagogy
50 Education Technology Tools Every Teacher Should Know About: http://www.edudemic.com/50education-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-shouldhave/
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-learnercentered-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/
27
Glossary
Abbreviation/Term
CC
ID (Instructional design/designer)
Definition
Course Coordinator
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
IP
Program Director
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.
28
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: SloanC.
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-educationprogram
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
29
Document Revision History
Version: 0.1
Authored/Edited by:
Reviewed by:
Description of Version: Initial Draft
Name
Sara Bryan
Shawnee Sloop
Lori Anderson
Date
April 11, 2014
April 11, 2014
May 30, 2014 (approximate)
Approved by:
Version: 0.2
Revisions made:
Authored/Edited by:
Reviewed by:
Description of Version: Revision of v0.1
• 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
Sara Bryan
July 1, 2014
Shawnee Sloop
July 1, 2014
Lori Anderson
July 17, 2014
S. Renee Flippo
July 31, 2014
Annette Bourgault
August 2, 2014
Approved by:
Version: 0.3
Revisions made:
Authored/Edited by:
Reviewed by:
Description of Version: Revision of v0.2
• Added Shawnee Sloop as co-author to all versions
• Incorporated comments from v0.2 Reviewers
Name
Date
Sara Bryan
September 2, 2014
Shawnee Sloop
September 2, 2014
Lori Anderson
August 28, 2014
Amber McCall
September 3, 2014
Approved by:
Version: 0.4
Revisions made:
Authored/Edited by:
Reviewed by:
Description of Version: Revision of v0.3_FINAL DRAFT
Incorporated comments from v0.3 Reviewers
Name
Date
Sara Bryan
October 6, 2014
Lori Anderson
October 6, 2014
Approved by:
30
Version: 1.0
Revisions made:
Authored/Edited by:
Reviewed by:
Description of Version: FINAL APPROVED
• Incorporated comments from v0.4 Reviewers
• Moved Document Revision History to end of document
Name
Date
Sara Bryan
October 6, 2014
Lori Anderson
October 6, 2014
Approved by:
CON Academic Affairs Committee
October 8, 2014
31