Course Design And Development

 
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The Office of Online Learning is prepared to assist you in bringing UTSA students a responsive approach to education that removes the boundaries of traditional classroom instruction. Our Instructional Design and Development (IDD) team can help you determine the online learning and instructional technologies that will best support your course goals and objectives.

 

 

Ready to start your teaching online/hybrid journey?

The first step is to complete the new online/hybrid course proposal form to get started with the design and development of an online/hybrid course at UTSA. (Note: It is recommended that you complete this form a minimum of 4 months prior to the start date of the course.)

Contact Information 

Reach us at 210.458.4057 to make an appointment or stop by MS 1.03.08 between 8am and 5pm to visit the Faculty Instructional Technology (FIT) Lab.

IDD Services

If you're interested in utilizing aspects of online learning in your UTSA course, you may wonder what the Online Learning IDD team offers in the way of services.

The capabilities of The Office of Online Learning IDD Team are:
  • Share resources and course examples.
  • Explain Blackboard Learn features and ways they can be used in a course.
  • Perform a detailed course review to identify concerns and ways to improve.
  • Discuss instructional strategies for creating a high quality learning environment.
  • Develop course structure and organization.
  • Advise on methods that promote academic integrity.
  • Assist in the creation of course videos, multimedia content, and interactive activities.
  • Ensure course accessibility.
  • Keep course development on track for timely completion.

Types of Courses

Looking to change the format of your course? We can help with that. Explore fully online, hybrid, and flipped classroom options. Learn more and contact the Office of Online Learning to see how our IDD team can assist you. 

  • Online: Online courses are delivered 100% online without traditional classroom time. They require organization and attention to detail in order to ensure high quality student-content, student-instructor, and student-student interactions.
  • Hybrid: Hybrid courses are delivered with 50 to 85% online instruction and 15-50% traditional classroom time. They provide the convenience of online learning while maintaining the familiarity of face-to-face interaction.
  • Flipped: Flipped classrooms provide students with lecture and content online for review prior to traditional classroom time. The idea is that by having students watch the lecture material on their own, classroom time can be better used for activities, projects, or discussions

The Design and Development Process

From start to finish, the Office of Online Learning has your course project covered. We work collaboratively from the initial course design or redesign throughout the development process and continue to provide support during the semester you launch your course in the event revisions are needed. We look forward to assisting you in the incorporation of educational technology based on thorough content analysis, course goals, learning objectives, and student-centered instructional strategies. We assure you, during the process of course design, we strive to consistently:

  • Communicate with you during the entire instructional design process to ensure that we're meeting your goals.
  • Comply with copyright laws.
  • Ensure accessibility and ADA compliance.

Click here to access a quick overview of the process for building online and hybrid courses. 

Course Project Timeline

 

The 10 Steps of Course Design

  1. Initial Launch Meeting - This is the first of many meetings between you and the team that will help you in redesigning an existing course or creating a new one...
  2. Syllabus Checklist - The syllabus checklist will be used to review your syllabus to identify ways to improve the wording, ensure clear organization, and add missing components in order to create a clear contract between you and your students...
  3. Instructional Design Meeting - The instructional design meeting is where you and the IDD team will review best practices, pedagogy, course structure and organization, and determine instructional strategies that align to your learning outcomes...
  4. Checkpoint 1 - At this time 25% of your course content should be delivered to the IDD team for content creation.
  5. Checkpoint 2 - At this time 50% of your course content should be delivered to the IDD team for content creation.
  6. Checkpoint 3 - At this time 75% of your course content should be delivered to the IDD team for content creation.
  7. Checkpoint 4 - At this time 100% of your course content should be delivered to the IDD team for content creation.
  8. cQual Review - The cQual is a rubric used to review your course to ensure it includes all necessary components for a high quality course...
  9. Tech Review - The Tech Review tests all aspects of your course in different web browsers such as FireFox, Internet Explorer, Chrome, and Safari...
  10. Course Complete - Your course is ready to go live! The IDD team will continue to provide support for the initial semester to address issues or revisions.

Learn more about teaching hybrid and online courses in The Hybrid Academy and Teaching Online Academy.

Accessibility Matters

 

ADA compliance is a top priority for UTSA online content and The Office of Online Learning wants to ensure the accessibility of your course and content.

 


Audio Accessibility 

All content containing audio must offer an alternative to students with hearing impairments. This means all videos, narrated slideshows, and audio clips must have a written transcript for closed captioning.

Visual Accessibility

All materials, websites, assignments, and assessments must work properly with assistive technology for students with visual impairments. Not all PDF documents are accessible to assistive technology. To check a PDF document you can check it online or use an Acrobat Pro Checker (PDF). Follow the Guide from Adobe (PDF) to make your PDFs accessible. Converting a word document to a PDF does not automatically ensure accessibility. Here is a cheat-sheet (PDF) for PDF conversions in Microsoft Word 2007/2010. Scanned PDF documents can be difficult to make accessible for assistive technology. If you are using external websites for course material and activities, you can verify the accessibility of the websites from WebAIM’s web accessibility evaluation tool by copying and pasting the URL into their checker. Images should include an “ALT tag”, which is a textual description of the image. However, images that are there for decoration should generally have blank ALT tags.

General Accessibility

Commonly requested support includes additional time on assignments or exams as well as assistance with note-taking. Keep these in mind when making course design decisions to support student success. For more information visit The Principles of Accessible Design and Improve Accessibility in Tomorrow’s Online Courses by Leveraging Yesterday’s Technology

 

Professional Development and Faculty Showcase Opportunities

Instructional Strategies

Technology Resources

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