Collaborative Course Building:
Professors and Publisher
Linda Scharp, McGraw-Hill Higher Education, Learning Solutions
Diane M. Reddy, University of Wisconsin-Milwaukee
Raymond Fleming, University of Wisconsin-Milwaukee
Creating an Online Psychology
Course for UW-Milwaukee

Partner: McGraw-Hill Learning Solutions

McGraw-Hill worked with us to tailor the
course to meet our learning objectives.
Step-by-Step #1

Worked with a Learning Solutions
manager to set up preview of the course.

McGraw-Hill courses are developed
topically, so we could choose the topics
we wanted to include.
Step-by-Step #2

Our Ph.D. students were given access to
the course in an online “viewer” and
submitted written reviews of the course.
Step-by-Step #3
McGraw-Hill Learning Solutions group
collaborated with us to create a course
that reflected our reviews.
 McGraw-Hill Learning Solutions group
ordered the course topics according to
our desired sequence,
created a new topic, and
added videoclips based upon the reviewer
comments.

Step-by-Step #4

We selected an introduction to psychology
textbook that most closely met our needs.
Step-by-Step #5

MGH Learning Solutions beta-tested the
course in our course management system.

We worked through the usual minor
glitches, but SCORM compliance really
helped keep those at a minimum.

MGH delivered the course to us ready to
go.
The 80/20 Rule
MGH Learning Solutions had about 80% of the
course we needed developed and ready to go.
 Through the review process and collaboration,
we made it “our” course by re-sequencing topics
and selecting learning activities.
 In other words, we added our 20% to get a
unique course that works for our students.

Collaboration Produced a
Successful Online Course
Saved course development time
 Increased student access
 Increased student learning

Time of Day When Students Took Quizzes
Most Classes
Scheduled
During These
Times
100
Most
Students
Took Their
Quizzes
During These
Times
50
25
Time of Day
5am
4am
3am
2am
1am
12am
11pm
10pm
9pm
8pm
7pm
6pm
5pm
4pm
3pm
2pm
1pm
12pm
11am
10am
9am
8am
7am
0
6am
Number of Students
75
Student Evaluations
Accomplishment
Learning
Access to
Success
Dear Professor Reddy,
Finishing up my last quiz in your Introduction to Psychology online course a
couple of weeks ago was very self-fulfilling. It is a great feeling of
accomplishment. Although at first I was skeptical about how much knowledge I
would actually obtain without the personal influence of an instructor I was
very much surprised about the amount of material that I can recall and actually
integrate into my everyday life. Your TA's were absolutely awesome in providing
help and encouragement. Everyone has busy schedules these days including
myself. While only a freshman at UWM, I am trying to pull off an almost full
time job in order to pay for my schooling. I also live off campus. This
opportunity allowed me to take the free time that I do have and put it to good
use. This online course was absolutely wonderful and I would love to take
another of the same type in my future endeavors here at UWM.
Support
Sample Characteristics
(cumulative exam-takers)
Online
(n=34)
Conventional
(n=39)
Men
35.3%
10.3%
Women
64.7%
89.7%
Freshmen
50%
61.5%
Sophomores
20.6%
23.1%
Juniors
8.8%
10.3%
Seniors
20.6%
5.1%
Chi-square =
6.6, p = .01
ns
Sample Characteristics
(cumulative exam-takers)
Online
Conventional
Mean ACT
22.4
21.7
ns
Mean Cumulative
GPA
2.78
3.14
t(66)=2.4,
p=.016
Major – L & S
12
11
Major – Other
18
24
Major – Undecided
4
4
Caucasian
88.2%
89.7%
African American
8.8%
2.57%
Hispanic
0%
5.14%
Asian
3.0%
2.57%
ns
ns
Cumulative Exam
Performance
Cumulative Exam Performance by
Course Type
70%
60%
50%
40%
30%
20%
10%
0%
Online
Conventional
t(71) = 2.441,
p = .017
Course Type
What made this online course
so successful?
McGraw-Hill’s Learning Solutions dedicated
team of instructional designers, editors, and
technical specialists empowered me to
create a more interactive, successful
learning experience for my students.
What sets McGraw-Hill
online courses apart?
 Development Methodology
 Modular Format
 Design Considerations
Courses Follow “Critical Path”
MHHE course objectives were designed to
highlight key topics and to focus on the concepts
students have difficulty understanding—the Critical Path
Survey of Experts
20-30 Subject Matter Experts identified:
•7 to 10 key topics anyone who takes the course
should learn
•7 to 10 concepts that give their students the most
trouble
Bloom’s Taxonomy
6.
5.
4.
3.
2.
1.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
MHHE online
course
objectives
are
correlated
with Bloom’s
Taxonomy
and aim for
• 25% at
levels 1,2
•50% at
levels 3,4
•25% at
levels 5,6
Modular Format
All of MHHE courses are built in
topical learning modules:
Self-contained
 Reconfigurable
 Topics & subtopics for each week

SCORM Compliance
SCORM (Sharable Content Object Reference
Model)

Enables web-based learning systems to:
– find, import, share, reuse, and export learning
content in a standardized way

Automates populating course information into
course management systems.
Section 508 of ADA Compliance
Each screen contains “clickable” icons so students can:
 Adjust the size of the font
 Read the audio narration
 Adjust the volume
 Navigate to the next screen – from top & bottom of page to limit scrolling
Glossary
Every course has an
extensive glossary of
key terms.



Accessible via top navigation bar
Review terms alphabetically
– For the entire course
– For any week
Key terms are also accessible as
rollovers.
Case Studies & Learning Objects

Interactive
environment allows
students to apply
learning

Students are
motivated to learn by
reviewing terms
formatted in games.