Course Kickoff

LAW506 Criminal Law

Course Development Team

Direct contacts during the course development period
SME: Jonathan Witmer-Rich 

Chagrin Falls, OH
Eastern Time Zone
j.witmerrich@csuohio.edu

ID: Jessica Prado

Houston, TX
Central Time Zone
jessica.prado@keypathedu.com

SID: Kimo Oades

Monrovia, CA
Pacific Time Zone
 kimo.oades@keypathedu.com

Meeting Objectives

  • Introduce the developing faculty to the Senior Instructional Designer (SID), Instructional Designer(s) (ID), and the course development process.

  • Conduct high level overview of the course design process.

  • Begin developing high-level understanding of the course.

  • Establish a recurring weekly time for consultation calls with the faculty.

  • Acquire all existing course material from faculty.

FALL 23 Development Schedule

Scheduling Standing Course Development Meetings

What day and time would work best with your schedule?

FAQ

LOREM IPSUM DOLOR SIT AMET, CONSECTETUR ADIPICISING ELIT. SED DO EIUSMOD TEMPOR INCIDIDUNT UT LABORE ET DOLORE MAGNA ALIQUA.

  • Estimated Duration: 1 - 2 Weeks

  • Meet with the Keypath Instructional Designers

  • Learn about the online module design process

  • Begin gathering materials for the module

  • Estimated Duration: 1 - 2 Weeks

  • Articulating the overarching plan for the course

  • Mapping Program outcomes to Course Outcomes to Weekly Objectives

  • Estimated Duration: 16+ Weeks

  • Articulate lesson plans for each week of course content

  • Generate content in manageable blocks

  • Review storyboards and module maps

  • Review module build in the learning management system (LMS)

  • Estimated Duration: 3 - 4 Weeks

  • Keypath reviews course to ensure it is clean, functional, effective, and accessible

  • Estimated Duration: 3 - 4 Weeks

  • While the course is going through the finalization/course quality phase, faculty are engaged in preparation for teaching online.

    • Faculty Orientation [asynchronous online course]

    • Walkthrough [synchronous meeting]

    • Instructor's Guide [course-specific resources]

  • Launch Couse

  • Transition from course development to course instruction

Phase 1 and Phase 2 Highlights

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction. ~ Steven Covey

1

Align Course Outcomes with Program Outcomes

Develop/edit course outcomes and map them to the program's learning outcomes to insure course in on track with program learning expectations.
2

Identify Key Assessments [Assignments] to Measure Learning

Identify assessments that measure learning mastery of key concepts. Consider using activities that are occur in profession practice to create a more authentic assessment.
3

Develop Key Assessment Details

Identify deliverables/requirements and steps students need to follow to effectively complete assessment. 
4

Identify Activities That Scaffold towards Key Assessments

These activities can include discussions, live/synchronous sessions, group activities, case studies analysis, quizzes and checks for understanding. Develop course grading criteria.
5

Develop Scaffolding Activities

Assign deliverables, grading criteria, and scope of all scaffolding activities. Draft introductions, steps, and any additional student facing language for activities.

Overview of the Course

  • What is the purpose of this course?

  • What prerequisites are there for this course?

  • How does it relate to other courses in the program?

  • Are there existing, pre-defined course learning outcomes [CLOs]?

  • Have CLOs been mapped to the Program Learning Outcomes?

  • Are there other professional or academic measurements or standards that need to be incorporated to the course?

  • How will students be assessed in this course?

  • Will this course have a Midterm-Final structure or a cumulative set of individual assignments and activities?

  • Are there any group or collaborative activities?

  • What value do you see in students engaging in weekly discussions?

  • How important is it for faculty to engage in the weekly discussions to provide guidance and additional information and perspectives?

  • What kind of real-world, professional written correspondence closely resemble academic discussion forums? 

  • When designing this course, what is the average amount of time you expect students to engage with direct/guided instruction?
    [e.g., 6-8 hours]

  • What is the average amount of time you expect students to engage with self-directed instruction? [e.g., 10-12 hours]

Questions

Thank You!