Design: Course Planning
Let's talk about the design/planning process
Interested in talking more about design and planning? Schedule a course design consultation and one of our team will be happy to support you in your next online endeavor – or you can schedule a brief get-together just to answer your questions.
Drop us a line at firstname.lastname@example.org
Looking for workshops or training? View: LaneOnline Course Development and Support Opportunities
The designing phase is key to the development process. This is where you map out your course, work on learning outcomes and assessments, develop a course schedule and of course, learn more about our LMS, Moodle.
Core Development Process
Our goal is to prepare and assist faculty in developing and delivering courses following research-based best practices for student success and retention. The course development and improvement process are intended for any courses designated as a Distance Education modality.
The following documents outline the course planning process:
- Full Course Development (see the section CP: Course Planning)
- Course Refresh (see the section CP: Course Planning)
Associated workshop/course: Course Planning (CP)
It's time to develop a roadmap! The planning phase is key to the development process. This is the big picture where you'll generate ideas, work on learning outcomes and plan activities and assessments. We have a basic template to help you plan your course. Use it for organizing and setting up the course schedule; weeks/topics, learning outcomes, lectures/readings/research and activities and assignments. There are accessibility checkpoints included and an area for course management notes. While much of the work is on your own there will be an instructional designer standing by in the wings to assist when you need it. This course is paid at 10hrs at CD rate.
Check for upcoming session dates: LaneOnline Course Development and Support Opportunities
Wondering what the process is to get started? Looking for a template or a planning guide? Look no further than our in-house developed guides and templates.
We have a basic template to help you plan your course. Use it for organizing and setting up the course schedule; weeks/topics, learning outcomes, lectures/readings/research, activities and assignments and assessments.
Course Planning Template
IDS Course Template (based on OSCQR standards)
Save time and help students be successful in your course. The number one complaint from students about online courses is difficulty in navigation and the differences in moving from one online course to another. We have simplified the process and it's proving to be successful. The template works within your Moodle course. It contains common documents and links to Lane resources, a common Welcome/ introduction to the course area and a weekly template set up to provide a consistent format for your students to follow as they progress through the course. The hierarchy is apparent and easy to navigate, letting you and your students focus on core course content not on how to use Moodle! Take a look and see what you think. The template may be modified to fit your needs.
See the IDS Course Template (You must enroll to view the template. You may unenroll at any time.)
Writing Learning Outcomes
In education, outcomes describe what a student will accomplish or demonstrate at the end of a given sequence of their education. There are several levels of outcomes to consider:
Lane CC's Core Learning Outcomes - Core Learning Outcomes (CLOs) distill the essential human characteristics that faculty and their students will strive to develop through a liberal education at Lane. By expressing Lane's five Core Learning Outcomes and 27 dimensions, the college community commits to addressing and assessing these outcomes across the curriculum. Check with your division or department to see how you address meeting Lane's CLOs.
For more information visit Lane's Core Learning Outcomes (CLOs)
Program Outcomes or Goals - Set by the program, division or department, describe what a student will accomplish or demonstrate to earn a degree, certificate or pathway certificate. Check with your division or department to see how you should be addressing meeting program outcomes or goals.
Course-level Learning Outcomes - Describe what a student will accomplish or demonstrate to successfully pass a course. Course-level outcomes are set at state level and must go through the Curriculum Committee review process. Typically, faculty members teaching a given course will guide this process and collectively set the standards. They are specific and highly measurable.
Module or Weekly-level Objectives - Describe what a student will accomplish or demonstrate to pass a unit or module. These goals are set by the instructor and should map back to the course-level outcomes.
Need help with writing or refining measurable outcomes?
Blooms Digital Taxonomy Verbs Infographic - Power verbs that will apply to all stages of skill-building and assessment. (Note: This guide is not currently available in alternative formats. Please contact us if you need assistance.)
This is a topic of great debate and discussion. Deciding how to convey the lecture material covered in your F2F classes can be quite daunting to someone new to teaching online. The solution will depend upon what you teach. Lane has instructors teaching online courses from Basic Anatomy to Introduction to Drawing and everything in between. Let's discuss what works for you; Moodle books and lessons, online resources, video, audio, online presentations, viewing films, interactive lecture/exercises, using the LED lightboard and so much more! Let us know when you're ready to chat–we will find what works for you. email@example.com
OSCQR (Open Suny Course Quality Rubric)
Continue using OSCQR as your guide to creating quality online courses.
The Open Suny Course Quality Rubric (Open Suny's website)
One of the main concerns of faculty teaching online is in making sure the online course holds the same rigor and level of engagement as a traditional face-to-face course. There are so many things to think about when developing an online course; aligning work with core learning outcomes, learner engagement, social discourse, assessment and measurement, working with technology, and much more. With this in mind, we turn to the SUNY OSCQR model for creating quality courses.
The resources below are carried over from the Discovery phase but they will continue to be an asset in planning and building your course.
- OER (Open Educational Resources)
- Moodle Tool Guide for Teachers - Which Moodle tool works best for what purpose? (Note: This is an older guide and is not currently available in alternative formats. Please contact us if you need assistance with this document.)
- Learn Moodle via LinkedIn Learning (self-help tutorials and lessons)
- Contact the ATC