Friday 25th March, 2011
2:00pm to 2:50pm
This presentation will review the literature and best practices for collaborative online course development in both k-12 and university settings and present a case study of the Goodwin College model at Drexel University for the online masters degree programs in higher education and educational administration. This presentation should be helpful to school districts, colleges and universities who are developing or refining their approaches for high quality course development. Caplan (2004) argues that, “Online course development is a complex endeavor, and it is not reasonable to believe that a high caliber online course of instruction can be created by just one or tow people.” As online courses (including blended/hybrid) are becoming more commonplace in both the k-12 and higher education environment, teachers and faculty need special support systems for adapting pedagogic strategies to online, student-centered learning. Online courses take time and special expertise of the subject matter and the technology to ensure a quality outcome. Once courses are developed, additional efforts need to be undertaken to ensure that teaching faculty are adequately trained in online delivery, that courses are aligned with overall program learning outcomes and are compliant with federal mandates such as accessibility to people with disabilities. To address these challenges, K-University organizations are utilizing more collaborative team-based approaches to online course development, bringing together teams of subject matter experts and a variety of instructional support staff. Working in a team environment with teachers/faculty, instructional designers and technical support staff presents special challenges and opportunities. Best practices will be explored by examining the Goodwin College course development process at Drexel University. The presenters will also draw on their experiences in the K-12 environment in Louisiana and Pennsylvania and at two other higher education institutions.
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