This is a plan that was used to develop an online faculty preparation course.

1. Course Plan
COURSE TITLE
Faculty Preparation for Online Teaching
COURSE DESCRIPTION
This self-paced asynchronous course with five modules is designed as an
introduction to help faculty develop and facilitate high-quality distance learning
experiences for students. The purpose of this course is to provide a technical and
pedagogical foundation for the choices that instructors will make as they develop
their own courses. Each module involves participants in an exploration of the
essential components of online course development and facilitation.
LEARNING OBJECTIVES
1. Participants will be able to identify the LMS tools and institution-approved
template features that address their students’ basic needs.
2. Participants will be able to apply Knowles’ 4 Principles of Andragogy and
Blooms Taxonomy to construct measurable learning objectives.
3. Participants will be able to discriminate between assessments, objectives,
and instructional strategies that align and those that do not.
4. Participants will be able to identify strategies for selecting and building
accessible content.
5. Participants will be able to recognize best practices for facilitating learning,
developing a learning community, and providing feedback.
ASSESSMENTS
• Participants will take a quiz composed of multiple choice questions and drag-
and-drop questions where they will label photos with the features of the
institution-approved template and the coordinating LMS tools.
• Participants will be provided with sample objectives. Participants will
determine if the objectives are measurable.
• Participants will develop a course plan where they will identify and align the
appropriate assessments with the coordinating objectives and instructional
strategies.
• Participants will use common methods and strategies to add alt text to an
image in Blackboard and in a Microsoft Word doc.

2. • Participants will engage in a discussion and use a case study to evaluate best
practices in higher education and provide feedback.
ENGAGEMENTS
• Participants will match images of institution-approved template features to
particular student needs. Feedback will be provided after each selection.
• Participants will practice adding content to a sample course module in the
LMS.
• Participants will be provided with sample objectives. Participants will
determine if the objectives are measurable.
• Participants will engage with an interactive Tutorial of Bloom’s Taxonomy.
• Participants will explore the template for a course plan which aligns
assessments, objectives, and instructional strategies.
• Participants will complete an interactive tutorial on Biggs’ Model of
Constructive Alignment.
• Participants will download and use the NVDA screen reader to explore online
content from one of their current courses. Participants will write a journal
on their experience.
• Participants will use a hearing loss simulator.
• Participants will review and categorize examples of feedback into different
types.
EXPLORATIONS
• Participants will review a list of student characteristics and needs.
• Participants will review images of available institution-approved course
template features
• Participants will watch a video tutorial of the LMS and ASUMH Template
features.
• Participants will watch a video about Knowles’ 4 principles of Andragogy.
• Participants will review an image of Bloom’s Taxonomy.
• Participants will review of list of Bloom’s Taxonomy Action Verbs.
• Participants will watch a video about course alignment.
• Participants will review a university resource which describes course
alignment.
• Participants will watch a video that describes adding alt text to an image in
Blackboard.
• Participants will review a document on accessibility laws.
• Participants will review a web page on building accessible content.
• Participants will review an image outlining the RISE model for effective
feedback.

3. • Participants will watch a video on Chickering and Gamson’s best practices in
undergraduate education.
ALIGNMENT
Learning Objectives:
1. Participants will be able to identify the LMS tools and templates that address
their students’ basic needs.
o Assessment(s):
▪ Participants will take a quiz composed of multiple choice
questions and drag-and-drop questions where they will label
photos with the features of the institution-approved template
and the coordinating LMS tools.
o Engagement(s):
▪ Participants will match images of institution-approved
template features to particular student needs. Feedback will be
provided after each selection.
▪ Participants will practice adding content to a sample course
module in the LMS.
o Exploration(s):
▪ Participants will review a list of student characteristics and
needs.
▪ Participants will review images of available institution-
approved course template features
▪ Participants will watch a video tutorial of the LMS and ASUMH
Template features.
2. Participants will be able to apply Knowles’ 4 Principles of Andragogy and
Blooms Taxonomy to construct measurable learning objectives.
o Assessment(s):
▪ Participants will use an external, virtual objective builder to
develop 3 measurable learning objectives for a course module.
The objective builder will provide immediate guidance and
suggestions. Feedback will be given after the objective are
submitted for review.
o Engagement(s):
▪ Participants will be provided with sample objectives.
Participants will determine if the objectives are measurable.
▪ Participants will engage with an interactive Tutorial of Bloom’s
Taxonomy.
o Exploration(s):
▪ Participants will watch a video about Knowles’ 4 principles of
Andragogy.
▪ Participants will review an image of Bloom’s Taxonomy.
▪ Participants will review of list of Bloom’s Taxonomy Action
Verbs.

4. 3. Participants will be able to discriminate between assessments, objectives,
and instructional strategies that align and those that do not.
o Assessment(s):
▪ Participants will develop a course plan where they will identify
and align the appropriate assessments with the coordinating
objectives and instructional strategies.
o Engagement(s):
▪ Participants will explore the template for a course plan which
aligns assessments, objectives, and instructional strategies.
▪ Participants will complete an interactive tutorial on Biggs’
Model of Constructive Alignment.
o Exploration(s):
▪ Participants will watch a video about course alignment.
▪ Participants will review a university resource which describes
course alignment.
4. Participants will be able to identify strategies for selecting and building
accessible content.
o Assessment(s):
▪ Participants will use common methods and strategies to add
alt text to an image in Blackboard and in a Microsoft Word doc.
o Engagement(s):
▪ Participants will download and use the NVDA screen reader to
explore online content from one of their current courses.
Participants will write a journal on their experience.
▪ Participants will use a hearing loss simulator.
o Exploration(s):
▪ Participants will watch a video that describes adding alt text to
an image in Blackboard.
▪ Participants will review a document on accessibility laws.
▪ Participants will review a web page on building accessible
content.
5. Participants will be able to recognize best practices for facilitating learning,
developing a learning community, and providing feedback.
o Assessment(s):
▪ Participants will engage in a discussion and use a case study to
evaluate best practices in higher education and provide
feedback.
o Engagement(s):
▪ Participants will review and categorize examples of feedback
into different types.
o Exploration(s):
▪ Participants will review an image outlining the RISE model for
effective feedback.
▪ Participants will watch a video on Chickering and Gamson’s
best practices in undergraduate education.