Template for the Design and Development of Online Courses
Andrea Henne, EdD
Dean, Online and Distributed Learning
San Diego Community College District
ahenne@sdccd.edu
When faced with the challenge of teaching online, faculty members often struggle with
the process of how to translate the course content into the online teaching environment.
While there is no one-size-fits-all formula for developing an online course, there are
common components, criteria, and guidelines that faculty can adapt to their needs and
requirements.
We have had success with guiding the faculty in developing online courses by providing
a template that consists of these sections:
1.
2.
3.
4.
5.
6.
Module matrix with required components, criteria, and guidelines.
Syllabus required components and guidelines
Sample syllabus template
General guidelines for materials formatting
Recommended course development guidelines
Checklist of course readiness.
Section 1: Module matrix with required components, criteria, and guidelines.
The online course content is presented in learning modules with each module taught on
a time-scheduled basis, such as one module per week. Depending upon the learning
objectives, all the modules may be available throughout the course or the modules may
be time-released week by week. If the courseware tools permit release of new material
based on the results of the end-of-module assessment, this type of customization
creates a learning path that meets the needs of individual learners.
The module matrix also includes suggestions for guiding students for readiness as
online learners:
Pre-registration: Students complete an Online Learning Inventory to assess their
readiness for being successful in an online learning environment. There are
numerous off-the-shelf web-based checklists, or a self-check survey instrument
can be developed in-house. Students receive a score and feedback on their
compatibility with successful online learning traits such as communication and
learning styles. Technical skills and access to appropriate technology are also
assessed in the Online Learning Inventory prior to registration in an online
course.
At Registration: The registrar’s office or online registration system provides the
online student with information about how to obtain the required texts and
materials as well as a link to the courseware orientation, which must be
completed prior to the first day of class.
Each module consists of 7 components, and the template lists criteria and guidelines for
module development:
1. Pre-Assessment- Prior to beginning the module, students are assessed to
determine their entry-level knowledge of the topic. Assessments may take
a variety of forms including: objective questions (scored automatically by
the courseware), short answer or essay questions. Results of the module
assessment will be compared with the PreAssessment to measure
students' learning outcomes.
2. Learning Objectives - Include a lead-in statement such as, “Upon
successful completion of this module, students will be able to...” Module
objectives must include the actions, performance criteria, and conditions
of what the student will be able to do.
List verbs which demonstrate a measurable outcome. Place the verb at
the beginning of the objective. Some examples are: define, repeat, list,
record, recall, relate, underline, translate, discuss, describe, identify,
locate, report, interpret, dramatize, illustrate, schedule, sketch, apply,
operate, evaluate, solve, calculate, etc. stress critical thinking activities.
Explain briefly “how” the knowledge will be shown: ex., “ define, in writing,
the influence of the Bauhaus movement on the design of contemporary
buildings.”
The objectives must relate in concept and language to both the Course
Description and the concepts listed in the Outline of Topics on the
syllabus. Be concise and complete: ten is probably too many; one is not
enough.
3. Assigned Reading - Reading assignments are required. Specify chapters,
pages, documents, slides. Provide guided reading suggestions or points to
look out for in the reading.
4. Assigned Writing - Writing assignments are required. Specifically identify
the type of writing, outlining, etc. Explain the process for submitting the
writing assignment and the evaluation criteria. Some suggested
techniques are:
a. Posting to the discussion board
b. Transmitting a Word document (to instructor or shared with class)
5. Exercise/Activities - Provide an interactive exercise for the entire class or
for groups. Suggested interactive exercises:
a. Discussion Forum with specific guidelines for quality/quantity of
postings
b. Creation of individual or group PowerPoints via discussion board for
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
2
student review and comment.
c. Student submission of web resources on the module topic.
d. Post a self-assessment quiz using the online assessment tools
6. For Further Study - Provide links to Web resources to engage students in
further study.
7. Assessment - The purpose of the assessment is to measure the
achievement of the Learning Objectives for this module. Suggested
formats for the assessment:
a. Short essay questions.
b. Quiz items submitted via the Assessment Manager. The format of the
assessment should match the format of the pre-assessment so that
progress can be measured.
Specify the instructor feedback concerning the assessment (how will
feedback be provided, and when). Specify what the remediation process
would be for students who miss meeting the learning objectives.
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
3
Illustration of Module Matrix with Required Components, Criteria, and Guidelines
Pre-Assessment
Learning
Objectives
Assigned
Readings
Assigned
Writing
Exercise/Activities
For
Further
Study
Assessment
Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements
At Registration: Student’s Required Texts List Distributed and Courseware Orientation Completed before start of course.
Module Criteria and Guidelines
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Fill in all columns with module material.
Module 7
Module 8
Module 9
Module 10
Module 11
Module 12
Module 13
Module 14
Final Assessment(s): Exam, Research Paper, Project
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
4
Example of Module Matrix with Required Components, Criteria, and Guidelines
Pre-Assessment
Learning
Objectives
Assigned
Readings
Assigned
Writing
Exercise/Activities
For
Further
Study
Assessment
Pre-Registration: Student Online Learning Readiness Inventory + Technical Requirements
At Registration: Student’s Required Texts List Distributed and Courseware Orientation Completed before start of course.
Module Criteria and Guidelines
Module 1
Prior to beginning
Include a
Reading
Writing
Provide an
Provide
The purpose
the module,
lead-in
assignments assignments interactive exercise links to
of the
students are
statement
are
are
for the entire class
Web
assessment
assessed to
such as,
required.
required.
or for groups.
resources is to
determine their
“Upon
Specify
Specifically
Suggested
to engage measure the
entry-level
successful
chapters,
identify the
interactive
students
achievement
knowledge of the
completion of pages,
type of
exercises:
in further
of the
topic.
this module,
documents,
writing,
Discussion Forum
study.
Learning
Assessments may students will
slides.
outlining,
with specific
Objectives
take a variety of
be able to...”
Provide
etc. Explain
guidelines for
for this
forms including:
guided
the process
quality/quantity of
module.
objective
Module
reading
for
postings
Suggested
questions (scored
objectives
suggestions submitting
Creation of
formats for
automatically by
must include
or points to
the writing
individual or group
the
the courseware),
the actions,
look out for
assignment
PowerPoints via
assessment:
short answer or
performance
in the
and the
discussion board
1. Short
essay questions.
criteria, and
reading.
evaluation
for student review
essay
Results of the
conditions of
criteria.
and comment.
questions.
module
what the
Some
Student submission
2. Quiz items
assessment will be student will
suggested
of web resources
submitted via
compared with the be able to do.
techniques
on the module
the
Pre-Assessment
List verbs
are:
topic.
Assessment
to measure
which
Posting to
Post a selfManager.
students' learning
demonstrate
the
assessment quiz
The format
outcomes.
a measurable
discussion
using the online
of the
outcome.
board
assessment tools.
assessment
Place the
Transmitting
should
verb at the
a Word
match the
beginning of
document
format of the
the objective.
(to instructor
preSome
or shared
assessment
examples
with class)
so that
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
5
are: define,
repeat, list,
record, recall,
relate,
underline,
translate,
discuss,
describe,
identify,
locate, report,
interpret,
dramatize,
illustrate,
schedule,
sketch, apply,
operate,
evaluate,
solve,
calculate, etc.
Stress critical
thinking
activities.
Explain
briefly “how”
the
knowledge
will be
shown: ex., “
define, in
writing, the
influence of
the Bauhaus
movement on
the design of
contemporary
buildings.”
The
objectives
must relate in
concept and
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
progress can
be
measured.
Specify the
instructor
feedback
concerning
the
assessment
(how will
feedback be
provided,
and when).
Specify what
the
remediation
process
would be for
students who
miss meeting
the learning
objectives.
6
language to
both the
Course
Description
and the
concepts
listed in the
Outline of
Topics.
Be concise
and
complete: ten
is probably
too many;
one is not
enough.
Module 2
Module 3
Module 4
Module 5
Module 6
Fill in all columns
Module 7
Module 8
Module 9
Module 10
Module 11
Module 12
Module 13
Module 14
Final Assessment (120 Points) Exam, Research Paper, Project
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
with module material.
7
Section 2: Syllabus Components and Guidelines for Integrated Modular Course
Syllabus
The overall syllabus design needs to show that each component of the course outline is
integrated with the overall course objectives. Throughout the syllabus:





Course objectives should reflect the purpose of the course as stated in the
course description
Course outline should cover all the objectives
Methods of evaluation should match the objectives and show how students will
demonstrate that all the objectives have been met
Methods of instruction should show how the course will enable students to
achieve the objectives
Grading rubrics should detail the criteria for receiving course points.
Section 3: Syllabus Template
Since the syllabus is the basic course road map for the instructor and students, each
educational institution would benefit from developing a template that streamlines the
process of developing a syllabus for each course. Students will benefit from having a
standardized look and feel to each course syllabus, and faculty will find that the syllabus
creation and updating process is more efficient when they adhere to a pre-set format.
Section 4: General Guidelines for Materials Formatting
The section of guidelines includes font style and color, weblink style, file formats, course
accessibility and copyright compliance requirements as shown in the examples below:
a. Font: Arial or Verdana size 12 font
b. Font Color: Black. Bold colors may be used for highlighted material
c. File Formats: Microsoft Office formats of .doc, .rtf, ppt, .xls; Adobe Acrobat
.pdf
d. All images public domain for used after obtaining written permission. All
images with ALT (text) tags
e. Hyperlinks shown with full URL; e.g., http://hl.teachmag.com
f. Use italics or bold for emphasis. Use underline for hyperlinked text only.
g. All audio/video material is captioned or accompanied by a text transcript
h. Permission obtained from the publisher or copyright owner for all text or
media
i. Institutional copyright statement appears on every original item.
Section 5: Recommended Timelines
While it is not always possible to have the desired amount of time in advance to develop
an online course, the goal is to have a well-planned approach that becomes a
systematic process for course development
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
8






6 months prior to the start of the course: Instructor meets with course
development team
4-6 months prior to the start of the course: Instructor provides concepts and
content for media creation
3-5 months prior to the start of the course: Instructor collaborates with “Distance
Learning Library Specialist” for online library resources
3-5 months prior to the start of the course: Instructor provides online bookstore
with textbook information and/or coursepack creation materials
Prior to registration: Registrar’s Office provides students with technical
requirements information and directs students to the website for Online Learning
Readiness Inventory
At registration: Registrar’s Office provides students with list of required materials
and directs students to the website for online student orientation information
The benefits of guiding the course development process using a template such as the
one discussed here are many: Faculty do not need to “reinvent the wheel” when they
are conceptualizing how to translate what they do in the classroom to the online
teaching and learning environment. The roles and responsibilities of the instructor, the
course development team, and the student support services departments are clarified.
The educational institution has the assurance that each online course meets the quality
and rigor to meet educational effectiveness goals.
Template for the Design and Development of Online Courses
©2006 Andrea Henne, EdD
San Diego Community College District
9