handouts

1. EDUC 293 Online Curriculum Design and Instruction
Course Learning Objectives:
By the end of this course, participants will
• Set the tone for the course, providing clear expectations for learners and provide
guidance to ensure learners start the course well.
• Provide learning objectives, course-level as well as unit or module-level, that
establish the foundation upon which the rest of the course is based.
• Implement policies and procedures in their online courses that allow the
instructor a broad perspective on learner mastery of the content and allow
learners to track their progress throughout the course.
• Establish course materials that are appropriate, up-to-date, and align with
learning objectives.
• Establish assignments that promote active learning and that are aligned with the
learning objectives, as well as that provide for strong instructor-learner
interactions and learner-learner interactions as appropriate.
• Determine appropriate tools and technologies to support learners achieving the
learning objectives.
• Provide information about and links to support services: technical support,
accessibility support, academic services, and student services.
• Incorporate universal design methodologies in their course.
Unit 1: Communication and Setting the Tone
By the end of this unit, participants will
• Complete the Student Blackboard Learn Orientation
• Use the master shell to create an instructor information page
• Use the master shell to create an instructor introduction video
• Use the master shell to create a course tour video
• Develop course policies
• Integrate institutional policies into their syllabi
• Review and provide privacy, accessibility, and copyright policies as needed to
their courses and/or syllabi
Unit 2: Student Learning Objectives or Outcomes
By the end of this unit, participants will
• Describe the difference between course-level and unit or module-level learning
objectives
• Find and/or develop course-level learning objectives
• Create unit or module/level learning objectives for at least one unit that are
measurable, student-centered, and at the appropriate Bloom’s cognitive level
• Analyze objectives for measurability and student-centeredness
• Develop an alignment map
• Analyze alignment of course-level and unit or module-level objectives for balance
Unit 3: Assessment and Measuring Student Success

2. By the end of this unit, participants will
• Establish grading policies
• Develop an assessment scheme (balance of low-stakes and high-stakes
assessment options)
• Develop rubrics as appropriate
• Discuss academic integrity and means for authenticating learners
• Establish policies and procedures for monitoring student progress
• Develop a plan for students to monitor their own progress
Unit 4: Course Materials
By the end of this unit, participants will
• Determine potential course materials that are up-to-date
• Analyze course materials for appropriateness to supporting student success in
achieving learning objectives
• Include course materials in alignment map
• Establish which course materials are required and which are optional
Unit 5: Assignments and Activities
By the end of this unit, participants will
• Determine lower-stakes assignments and activities that support students
achieving learning objectives
• Establish response time for students to receive grades on assignments, and
feedback time
• Develop ways to incorporate regular and substantive instructor-initiated
interaction throughout the course
• Determine appropriateness of and types of assignments or activities that require
learner-learner interaction
• Review and establish netiquette policies
• Model types of interaction expected of students
• Include activities and assignments in alignment map
Unit 6: Tools and Technologies
By the end of this unit, participants will
• Determine appropriate tools and technologies to support learning in the course
• Integrate at least one technology tool in a unit or module in the course
• Provide privacy, accessibility, and copyright policies for outside technologies (not
native to or embedded in the LMS)
• Include technologies in alignment map
Unit 7: Student Support
By the end of this unit, participants will
• Determine needed tech support (especially for tools or technologies not native to
or embedded in the LMS)
• Provide information about and links to tech support into the course

3. • Determine student support provided by Valencia campus or main campus (or
elsewhere as appropriate) that is available to students. This includes academic
support, accessibility support, and other student services
• Provide information about and links to academic support, student support and
other student services
Unit 8: Accessibility and Universal Design
By the end of this unit, participants will
• Determine technologies that support accessibility
• Use a screen reader simulator and/or other technologies to determine
accessibility of course materials, activities, and other content provided in the
course
• Create and edit captions for audio or video content
• Create a text file from audio content (using available technology or by
scripting/transcription)
• Discuss use of color and need for contrast in posted materials
• Create an audio file to go with textual content
• Discuss and incorporate use of alt tags in embedded visual content