Instructional design handbook compact

Instructional Design Handbook
For Faculty
Instructional Design Center (IDC)
Revision: September, 2011

Title V – Virtual Graduate Campus Project
Promoting Post-baccalaureate Opportunities for Hispanic Americans (PPOHA)
Instructional Design Handbook for Faculty P a g e | 2
TABLE OF CONTENT PAGE
SECTION 1: INTRODUCTION 4
1.1 Purpose of Instructional Design Handbook 4
1.2 Instructional Design Center (IDC) : Mission, Goal, and Objectives 4
1.3 Online Teaching Certification Program (OTCP) 4
SECTION 2: ONLINE TEACHING 6
2.1 Types of Online Courses 6
2.2 Delivery Methods for Online Courses 7
SECTION 3: INSTRUCTIONAL DESIGN METHODOLOGY, THEORY AND MODELS 8
3.1 Definitions of Instructional Design 8
3.2 Universal Design Theory for Learning (UDL) 9
3.3 ASSURE Instructional Design Model 11
3.4 ADDIE Instructional Design Model 14
SECTION 4: STANDARDS AND BEST PRACTICES FOR ONLINE COURSES DEVELOPMENT AT CAU 17
4.1 Overview of Standards and Practices 17
4.2 Master Course Template 17
4.3 Rich Media Development: Video Production 25
4.4 ADA and 508 Compliance 26
4.5 Recommended File Formats for Online Courses 28
4.6 Plagiarism 30
4.7 Copyright and Fair Use Rules for Online Content 30
4.8 Netiquette 37
4.9 Strategies to Minimize Cheating 38
SECTION 5: SOFTWARE 38
5.1 Software: Development Tools 39
5.2 Software Utilization 40
5.3 Blackboard Learn 9.1 Tools 41
SECTION 6: ONLINE COURSE DESIGN AND DEVELOPMENT PROCESS 44
6.1 Overview of Online Course Design and Development Process
6.1.1 Planning Phase (Overview)
6.1.2 Development Phase (Overview)
6.1.3 Implementation Phase (Overview)
6.1.4 Assessment Phase (Overview)
44

6.2 Planning Phase 46
6.3 Development Phase 51
6.4 Assessment Phase 54
6.5 Implementation Phase 55
SECTION 7: EDUCATIONAL TECHNOLOGY GLOSSARY 56
7.1 Key Words and Terms 56
SECTION 8: APPENDIX A – CLASSICAL LEARNING THEORIES APP A
8.1 Gagne’s Conditions for Learning
8.2 Bloom’s Learning Domains/ Taxonomy
SECTION 9: APPENDIX B – FORMS APP B
9.1 Course Development Plan
9.2 Course Planning Form
9.3 Course Content Outline
9.4 Blackboard Tools Selection Form
9.5 Syllabus Checklist
9.6 Syllabus Template
9.7 Sample of Completed Syllabus
9.8 Course Assessment Form
9.9 Rubric Template
9.10 Course Development Authorization Form
SECTION 10: APPENDIX C – THE MATER COURSE TEMPLATE APP C
SECTION 11: APPENDIX D – SAMPLE COPYRIGHT LETTERS APP D
11.1 Sample Letter – Request to Use Copyright Material on a LMS
11.2 Sample Letter – Request to Use Copyright Video Materials on the
Internet
11.3 Sample Letter – Request to Reprint Copyright Material
11.4 Sample Copyright Statements
SECTION 12: APPENDIX E – ONLINE COURSE DEVELOPMENT AGREEMENT (OCDA) APP E

SECTION 1: INTRODUCTION
1.1 PURPOSE OF INSTRUCTIONAL DESIGN HANDBOOK FOR FACULTY
The Instructional Design Handbook provides systematic design of instruction, specific
policies, procedures, and requirements, for the development of online courses. The Handbook sets
the platform for the deployment of best practices, and for the implementation of processes that will
ensure e-learning materials are successfully presented to students.
1.2 INSTRUCTIONAL DESIGN CENTER (IDC): MISSION, GOAL, AND OBJECTIVES
MISSION:
To provide graduate faculty with the tools and training necessary to design and develop new online
courses and/or revise existing online courses.
GOAL:
The Instructional Design Center (IDC) supports faculty in their efforts to appropriately integrate
technology with service, scholarship, and instruction.
OBJECTIVES OF THE IDC:
 Design, develop, deploy and maintain Online Teaching Certification Program (OTCP)
 Develop online courses in conjunction with faculty
 Provide one-on-one consultations for online course development, multimedia production,
web and graphic design, in the e-learning environment.
1.3 ONLINE TEACHING CERTIFICATION PROGRAM (OTCP)
The ONLINE TEACHING CERTIFICATION PROGRAM (OTCP) is comprised of the following 5 courses
listed in table below.
COURSE NUMBER COURSE TITLE
TRAINING
HOURS CEUS
OTCP 101 INTRODUCTION TO ONLINE TEACHING 2 2
OTCP 102 INTRODUCTION TO BLACKBOARD 4 4
OTCP 103 ADVANCED TOPICS IN BLACKBOARD 4 4
OTCP 104 RICH MEDIA TOOLS: ADOBE PRESENTER AND TEGRITY 2 2
OTCP 105 VIRTUAL CLASSROOM : ADOBE CONNECT PRO 4 4
Total Hours: 16 16
The ONLINE TEACHING CERTIFICATION PROGRAM (OTCP) is required for all Faculty members that
teach online courses. The certification program ensures the quality of online course
development and that University standards and practices are adhered to.

Faculty will receive Continuing Educational Units (CEU) credits at a ratio of 1:1 for attending
ONLINE TEACHING CERTIFICATION PROGRAM (OTCP) training.
1.3.1 ONLINE TEACHING CERTIFICATES
Each participant in ONLINE TEACHING CERTIFICATION PROGRAM will receive individual certificates
for courses completed, and an overall certificate (the certification) for completing the entire program.

SECTION 2: ONLINE TEACHING
2.1 TYPES OF ONLINE COURSES
Online courses are frequently categorized into three types: web-assisted, hybrid, and fully online.
TYPE OF COURSES DESCRIPTION
WEB ASSISTED COURSES
In a web-assisted course, the class meets just like a
traditional class, in classroom, with an instructor at the
regular scheduled day, time and location. Seat time is
not replaced but components of the course will be
accessible to students 24/7.
Students may also complete homework assignments,
take quizzes, participate in group work, and interact
with your instructor and fellow students online.
HYBRID COURSES
"Hybrid" or "Blended" are names commonly used to
describe courses in which some traditional face-to-face
"seat time" has been replaced by online learning
activities. The purpose of a hybrid course is to take
advantage of the best features of both face-to-face
and online learning.
A hybrid course is designed to integrate face-to-face
and online activities so that they reinforce,
complement, and elaborate one another, instead of
treating the online component as an add-on or
duplicate of what is taught in the classroom.
FULLY ONLINE COURSES Traditionally, a fully online course is a course offered
entirely over the Internet. The faculty and students
may never meet face-to-face.

2.2 DELIVERY METHODS FOR ONLINE COURSES
Online courses are delivered three ways: synchronous, asynchronous, and blended.
TYPE OF DELIVERY
METHOD
DESCRIPTION
SYNCHRONOUS
In this type of learning method, communication between the participating
individuals occurs instantly, in real time, and the participants can access the
information on the spot. Some of the examples of synchronous e-learning include
virtual classroom or video/audio conferencing and real-time chat. One of the major
attributes of synchronous e-learning is that it offers instant feedback of the
participant's performance. This gives a scope for adjusting the training to suit the
requirement of the student, depending on the kind of feedback he/she has received.
This type of learning also accelerates the formation of learning groups or
communities for booting a higher level of interaction to enable better understanding
of a particular subject. The best thing about synchronous e learning is that it enables
greater involvement of the participants. This mode provides them an environment
that encourages expression of synergism. Hence, students can empower one another
to construct knowledge.
The only disadvantage of this type of learning is the fact that it does not offer self-
paced learning and logistics of scheduling. Moreover, it necessitates management of
students' availability at various time zones.
ASYNCHRONOUS
This is also known as store and forward e learning, wherein the communication
between the participants does not occur instantaneously (real time). Some of the
examples of asynchronous learning include - taking up a self-paced course, posting
messages to various discussion groups, and exchanging e-mail messages with one or
more mentors. Asynchronous e-learning offers convenience, accessibility, and the
much desired self-paced learning.
However, one of the major disadvantages of asynchronous e learning is that a
student may feel isolated or less motivated because in this delivery method, there is
no opportunity for real time interaction with other participants. Additionally, unlike
synchronous learning, asynchronous learning does not offer instant feedback on the
student's performance. Hence, any modification or adjustment to training, if needed,
can be done only after the completion of the entire evaluation.
BLENDED
This is often referred as mixed mode of learning, a blend of conventional face-to-face
lectures, workshops, and tutorials with learning online through activities like
emailing, discussing through discussion boards, tests, quizzes, and announcements.
In this type of learning, students receive their feedback from online quizzes and
tests, which helps them to identify loopholes in their knowledge and ways to fill
them. Almost all of the reputed online institutes offer blended learning for the
overall benefits of the learning communities.

SECTION 3: INSTRUCTIONAL DESIGN METHODOLOGY, THEORY AND MODELS
3.1 DEFINITIONS OF INSTRUCTIONAL DESIGN
ASPECTS OF INSTRUCTIONAL DESIGN DEFINITIONS
INSTRUCTIONAL DESIGN AS A PROCESS:
Instructional Design is the systematic development
of instructional specifications using learning and
instructional theory to ensure the quality of
instruction. It is the entire process of analysis of
learning needs and goals and the development of
a delivery system to meet those needs. It includes
development of instructional materials and
activities; and tryout and evaluation of all
instruction and learner activities.
INSTRUCTIONAL DESIGN AS A DISCIPLINE:
Instructional Design is that branch of knowledge
concerned with research and theory about
instructional strategies and the process for
developing and implementing those strategies.
INSTRUCTIONAL DESIGN AS A SCIENCE:
Instructional design is the science of creating
detailed specifications for the development,
implementation, evaluation, and maintenance of
situations that facilitate the learning of both large
and small units of subject matter at all levels of
complexity.
INSTRUCTIONAL DESIGN AS REALITY:
Instructional design can start at any point in the
design process. Often a glimmer of an idea is
developed to give the core of an instruction
situation. By the time the entire process is done
the designer looks back and s/he checks to see
that all parts of the "science" have been taken into
account. Then the entire process is written up as if
it occurred in a systematic fashion.
INSTRUCTIONAL SYSTEM:
An instructional system is an arrangement of
resources and procedures to promote learning.
Instructional design is the systematic process of
developing instructional systems and instructional
development is the process of implementing the
system or plan.

ASPECTS OF INSTRUCTIONAL DESIGN DEFINITIONS
INSTRUCTIONAL DEVELOPMENT: The process of implementing the design plans.
INSTRUCTIONAL TECHNOLOGY:
Instructional technology is the systemic and
systematic application of strategies and
techniques derived from behavioral, cognitive, and
constructivist theories to the solution of
instructional problems.
Instructional technology is the systematic
application of theory and other organized
knowledge to the task of instructional design and
development.
Instructional Technology = Instructional Design +
Instructional Development
Source: Originally from "Training and Instructional Design", Applied Research Laboratory, Penn State University and adapted by Carl Berger,
University of Michigan, 1996. http://www.umich.edu/~ed626/define.html
3.2 UNIVERSAL DESIGN FOR LEARNING THEORY
Universal Design Theory refers to a broad-spectrum solution that generates products and
environments that are usable and effective for the majority of users regardless of their ability or
limitation. Universal Design for Learning is the application of UD to learning environments.
The National Universal Design for Learning Task Force website defines “UNIVERSAL DESIGN FOR
LEARNING (UDL) as a framework for designing educational environments that enable all learners to gain
knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously reducing barriers
to the curriculum and providing rich supports for learning”.
The appropriate use of UDL in education is further explained: “The advent of digital multimedia,
adaptive technologies, the World Wide Web, and other advancements make it possible on a broad scale
to individualize education for individual students. Developers and practitioners of UDL apply the
inherent flexibility of digital media to individualize educational goals, classroom materials, instructional
methods and assessments. Thus, each student has an appropriate point-of-entry into the curriculum—
and a pathway towards attainment of educational goals”.
Source: National Universal Design for Learning Task Force website: http://www.advocacyinstitute.org/UDL/ © CAST, 1999-2010

3.2.1 WHY IS UDL NECESSARY?
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals
that these differences are as varied and unique as our DNA or fingerprints. Three primary brain
networks come into play:
Image - © CAST, 1999-2010
Educators know that students come to the classroom with a variety of needs, skills, talents, and
interests. For many learners, the typical curriculum—which includes goals, instructional methods,
classroom materials, and assessments are inherent barriers to learning. Faced with the reality of
uniform and standardized curriculum, faculty and students are expected to adjust to the curriculum.
UDL provides a paradigm shift in the process of learning by focus on the individual abilities of the learner
and requires the curriculum to become adaptive to meet learning needs of the student.
Educators, including curriculum and assessment designers, can improve educational outcomes
for diverse learners by applying the following principles to the development of goals, instructional
methods, classroom materials and assessments.

Provide multiple and flexible methods of presentation to give students with diverse learning
styles various ways of acquiring information and knowledge.
Provide multiple and flexible means of expression to provide diverse students with
alternatives for demonstrating what they have learned.
Provide multiple and flexible means of engagement to tap into diverse learners' interests,
challenge them appropriately, and motivate them to learn.
Source: National Universal Design for Learning Task Force website: http://www.advocacyinstitute.org/UDL/ © CAST, 1999-2010.
3.3 ASSURE INSTRUCTIONAL DESIGN MODEL
With the acceptance of UDL methodology to determine learning goals and outcomes we need to
utilize a prescriptive model to provide a framework to organize and structure the process of creating
instructional activities. The most appropriate model for working with UDL methodology is the ASSURE
model because it focuses on the use of rich media for the development of active learning environments.
The ASSURE model was introduced in a book , entitled, Instructional Media and Technologies for
Learning by Heinich, Molenda, Russell, Smaldino, 1999.
The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used
by teachers in the regular classroom. The ISD process is one in which teachers and trainers can use to
design and develop the most appropriate learning environment for their students. You can use this
process in writing your lesson plans and for improving teaching and learning.
The ASSURE model is helpful for designing courses using different kinds of media. This model
assumes that instruction will not be delivered using lecture/text book only. It allows for the possibility of
incorporating out-of-class resources and technology into the course materials. This model will be
especially helpful for instructors designing online courses.
This model emphasizes:
Teaching to students with different Learning Styles, and
Constructivist Learning where students are required to interact with their environment
and not passively receive information.
The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of
media in instruction. To view Gagne’s theory of learning see the Appendix A - 8.1.
The ASSURE model is incorporated and integrated into Section 6 (Online Course Design and
Development Process).

3.3.1 ASSURE MODEL
STEPS IN THE ASSURE MODEL DESCRIPTION
A - ANALYZE LEARNERS
Before you can begin, you must know your target audience
(your students). You need to write down the following
information about your students:
General characteristics - grade, age, ethnic group, sex,
mental, emotional, physical, or social problems,
socioeconomic level, and so on. (Use student profile listed in
Title V grant).
Specific entry competencies - prior knowledge, skills, and
attitudes.
Learning styles - verbal, logical, visual, musical, structured,
and so on.
S - STATE OBJECTIVES
Once you know your students, you can begin writing the
objectives of your lesson. Objectives are the learning
outcomes, that is, what will the student get out of the lesson?
The ABCD's of writing objectives are:
Audience (who are your students?)
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered.
S - SELECT INSTRUCTIONAL METHODS,
MEDIA, AND MATERIALS
Once you know your students and have a clear idea of what
they should get out of the lesson, then you are ready to select
the:
Instructional method that you feel is most
appropriate to meet the objectives for these
particular students.
Media that would be best suited to work with your
instructional method, the objectives, and your
students. Media could be text, still images, video,
audio, and computer multimedia.
Materials that provide your students with the help
they need in mastering the objectives. Materials can
be purchased or you can also design and create your
own rich media materials.

STEPS IN THE ASSURE MODEL DESCRIPTION
U - UTILIZE MEDIA AND MATERIALS
Now it's time to do your lesson and use the media and
materials that you have selected. You should always preview
the materials before using them in a class and you should also
use the equipment in advance to be sure it works and you
know how to use it. If you use electronic equipment, don't
assume that everything will work. Be sure to have a plan B.
Hardware and software are created by humans. Humans
make mistakes and so software has mistakes in it. Hardware
can malfunction. Don't get discouraged if technology lets you
down. Make sure that your instructional materials are
suitable and working the best you can and then use it in the
classroom.
R - REQUIRE LEARNER PARTICIPATION
Remember, students learn best when they are actively
involved in the learning. The passive learner has more
trouble learning whatever we try to pour into his/her brain.
Whatever your teaching strategy, you can incorporate
questions and answers, discussions, group work, hands-on
activities, and other ways of getting students actively involved
in the learning of the content. It is up to you, the teacher, to
make sure that all your students have opportunities to
participate in the learning activities in the unit plan. Avoid
lecturing for an entire hour. Listen to your students and allow
them to become aware of the content. Allow them to learn
as opposed to trying to "teach" them.
E - EVALUATE AND REVISE
This last stage is often neglected but it is the most important
one. Anyone can develop a lesson and deliver it, but really
good teachers must reflect upon the lesson, the stated
objectives, the instructional strategy, the instructional
materials, and the assessment and determine if these
elements of the lesson were effective or if one or more of
them need to be changed the next time the lesson is done.
Sometimes a lesson may seem like it would be great, at least
on paper. But then when you actually teach the lesson with a
specific set of students, you might discover there were
several things that did not seem to work. Your expectations
might be too high or too low. The materials used might not
have been appropriate for the grade level or the material
might not be very motivating. The instructional strategy
might not have got students interesting in participation or the
strategy might have been difficult to manage. This might
mean that you did not accurately test for the stated
objectives, the method of assessment needs to be revised, or
the lesson did not permit enough time for the students to
master the objectives.

3.4 ADDIE INSTRUCTIONAL DESIGN MODEL
The ADDIE model is the generic process traditionally used by instructional designers and training
developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—
represent a dynamic, flexible guideline for building effective training and performance support tools.
The originator of the model is unknown but it has been refined by Dick and Carey and others
In the ADDIE model, each step has an outcome that feeds into the subsequent step.

3.4.1 ADDIE MODEL
PHASES IN THE ADDIE MODEL DESCRIPTION
A - ANALYSIS PHASE
In the analysis phase, instructional problem is
clarified, the instructional goals and objectives are
established and the learning environment and
learner's existing knowledge and skills are
identified. Below are some of the questions that are
addressed during the analysis phase:
* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
D - DESIGN PHASE
The design phase deals with learning objectives,
assessment instruments, exercises, content,
subject matter analysis, lesson planning and media
selection. The design phase should be systematic
and specific. Systematic means a logical, orderly
method of identifying, developing and evaluating a
set of planned strategies targeted for attaining the
project's goals. Specific means each element of the
instructional design plan needs to be executed with
attention to details.
These are steps used for the design phase:
* Documentation of the project's instructional,
visual and technical design strategy
* Apply instructional strategies according to the
intended behavioral outcomes by domain
(cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
D - DEVELOPMENT PHASE
The development phase is where the developers
create and assemble the content assets that were
created in the design phase. Programmers work to
develop and/or integrate technologies. Testers
perform debugging procedures. The project is
reviewed and revised according to feedback given.

PHASES IN THE ADDIE MODEL DESCRIPTION
I - IMPLEMENTATION PHASE
During the implementation phase, a procedure for
training the facilitators and the learners is
developed. The facilitators' training should cover
the course curriculum, learning outcomes, method
of delivery, and testing procedures. Preparation of
the learners include training them on new tools
(software or hardware), student registration.
This is also the phase where the project manager
ensures that the books, hands on equipment, tools,
CD-ROMs and software are in place, and that the
learning application or Web site is functional.
E - EVALUATION PHASE
The evaluation phase consists of two parts:
formative and summative. Formative evaluation is
present in each stage of the ADDIE process.
Summative evaluation consists of tests designed
for domain specific criterion-related referenced
items and providing opportunities for feedback from
the users.

SECTION 4: STANDARDS AND BEST PRACTICES FOR ONLINE COURSE DEVELOPMENT AT CAU
4.1 OVERVIEW OF STANDARDS AND BEST PRACTICES
In order to establish standardization and consistency for CAU online courses we have adopted
the following best practices and guidelines for course development. Effective, high-quality courses
adhere to these guidelines which have been found to enhance student learning and instructor efficiency.
The Master Course Template (MCT) embodies these standards and best practices.
4.2 MASTER COURSE TEMPLATE (MCT)
The CAU Master Course Template (MCT) sets up the framework for the basic design of your
online, hybrid or web assisted course (Section 10- Appendix C). The MCT has been previously designed
within the Learning Management System (Blackboard) to ensure standardization and consistency within
the online platform. Course Developers will utilize the MCT as a foundation for course development, and
will complete and/or expand any relevant sections or areas of the MCT, if necessary.
The Course Developer must be familiar with the following information:
The Instructional Design Handbook (this manual) which provides all necessary
instructions and requirements for online course development.
Within the course development process (described in section 6), the Course Developer
will receive a copy of the MCT to start the course developing process.
The MCT will provide clear instructions on the areas that need to be developed and/or
completed (these instructions are written in ITALIC within the MCT).
The MCT contains areas that must not be altered or modified (non-italic content), since
they refer to content that must be included within the template, such as institutional
policies, procedure, and information.
The Course Developer will fill-out and complete all sections in the MCT, and will expand
any areas that are relevant and/or specific to the course being developed.
The Course Developer will communicate any special instructions to the future
instructors using the ‘Notes to Instructors’ Tab in the MCT.
The Master Course Template contains the following structure:
A. LOOK AND FEEL, AND GENERAL AREAS OF CONTENT
The MCT has been already designed following CAU’s standards and branding codes. The
Developer must not alter the color schema within the template nor the content areas (tabs) that
are positioned on the left-hand-side of the course template.

The copy of the MCT that is given to the Course Developer will be a Course Shell for the Course
Developer to work. This Course Shell will be prepared specifically for that course (the name of
the course will be embedded in the course main banner).
B. WELCOME
The ‘Welcome’ Tab is the default starting area of the course. This will be the landing page for
students when accessing the online classes. The ‘Welcome’ area DOES NOT need further
development since it contains system elements that cannot be manipulated by the Course
Developer (such as Alerts, Announcements, News, Tasks, To Do’s, Calendars, and others).
Within this area, students will receive dynamic content from the Learning Management System
(Blackboard).
C. INTRODUCTION
The ‘Introduction’ Tab will contain general information about the course. This tab must include
all the necessary information for the students to be successful in the class, including all
fundamental components from the Syllabus, specific instructions to navigate the course without
confusion, and any specific course policies and/or requirements.
The ‘Introduction’ must be narrated, especially for those fully online courses. The Course
Developer and the Class Instructors are encouraged to use Adobe Presenter or Tegrity to record
the class introduction, which are tools that are introduced in the Faculty Online Teaching
Certification Program (OTCP). The introduction must be ADA/508 compliant.
By accessing the ‘Introduction’ Tab, the students will hear (or watch) detailed information about
all the elements of the class, including course overview, objectives, and learning outcomes.
Other important elements must be presented, such as instructional methods, texts and
materials, resources, and grading point breakdown.
This is a module that is to be created by the Course Developer within the course development
process; however, the instructor (the teacher of the class) is free to replace this introduction
with his/her own, if they feel that some elements of the class (such as attendance, participation,
meetings, makeup assignments, grading, etc) differ from the original class schema. If this is the
case, the Instructor (the teacher of the class) must remove the original introduction from the
course shell and create his/her own class introduction (the instructor must use the course
developer script as the guideline for the new introduction).
Keep in mind that what seems obvious to an Instructor may not be obvious to the students.
This section should not be longer than 10 minutes.
Consider posting a video introduction (optional)
A narrated introduction is a minimum requirement (use Adobe Presenter or Tegrity)

The Course Developer must create a script of the introduction (to be utilized as close-
caption (CC), in compliance for ADA/508); and this script must be posted in the “Notes
to Instructors” Tab. Future instructors would utilize these notes as guideline to create
their own introduction, if needed.
Consider doing a quick run-down of the Syllabus, making emphasis in the most
important areas. Provide instructions on how to access the Syllabus and further course
information.
Be clear and specific on Course Goals and Objectives. Share the Learning Outcomes.
Do not alter syllabus elements that are foundation to the course (such as course
objectives and learning outcomes).
Include a brief description of the course (as per CAU Catalog) and importance and
relevance of topics covered.
Highlight the teaching methodology and expectations about participation.
D. COURSE SYLLABUS
The ‘Course Syllabus’ Tab will contain an electronic copy (PDF) of the Online Course Syllabus, as
it was developed by the Course Developer. The Course Developer will complete the Course
Syllabus within the “Online Course Design and Development Process” (Section 6). For these
purposes, the Course Developer will utilize two pre-defined templates (Section 9 - Appendix B:
Syllabus Checklist, and Syllabus Template) that will facilitate the creation process of the Course
Syllabus. Once the Course Syllabus is created, the Developer will attach a PDF version of the
Syllabus with the following title: “This is your Course Syllabus: “.
E. COURSE PROFILE
The’ Course Profile’ Tab contains general information about the course. It is the section that
describes course main information (such as Title, Section, Description, Objectives, Status,
Prerequisites, and Number of Credits). All these fields must be entered by the Course
Development.
The ‘Course Profile’ area also contains information about the main course policies (such as
Grading, Attendance, Incomplete, Drop and Add, Administrative Withdrawal, Make-up
Assignments, and Academic Dishonesty. Most of these policies are set by the institution and
must not be modified. The Course Developer can only enter information in those areas marked
as ITALIC, such as in the “Makeup Assignments” Policy.
The ‘Course Profile’ Tab also contains basic information related to technology (Requirements,
Communication Protocol, Email Etiquette, Blackboard Training, and options for Technical
Support.
F. LEARNING OUTCOMES
The Course ‘Learning Outcomes’ Tab contains the description of what the students will be able
to do at the end of the course. They represent overarching products of the course, an

assessable end product that can be displayed or observed and evaluated against specific criteria.
A Learning Outcome is the goal that teachers intend to measure as students exit the course.
They usually follow the idea that “upon completion of the course, learners will be able to …”
G. COURSE CONTENT
The “Course Content” Tab will contain the core learning materials for the students. During the
“Online Course Design and Development Process” (Section 6), the Course Developer will utilize
two different templates to gather and organize the Course Content Area (Section 9 - APPENDIX
B: Course Planning Form, and Course Content Outline Form).
Within the ‘Course Content’ Area, all course activities will be listed within ‘Learning Modules’.
These ‘Learning Modules’ can be organized by Weeks, Units, Chapters, or Parts. ‘Learning
Modules’ are taught on time-scheduled basis, they are generally organized by weeks or units,
but the Course Developer has the prerogative to design his own course structure. However, it is
suggested that, in conjunction with course content, all ‘Learning Modules’ should have
descriptive elements which provide clear information to students regarding learning objectives,
assigned reading, assigned writing, class exercise, in-class activities, further study and/or
research, and assessment module.
Students will know that they have accomplished everything within a Learning Module when
they have completed all items in the folder.
The preferred folder structure for a CAU online courses are the following:
One Course Content Area (Tab)
Several Learning Modules organized by Weeks, Units, Chapter, or Parts.
Within Learning Modules, a list of Activities/Assessments.
Within Learning Modules, a list of Course Descriptive Elements (such as learning
objectives, assigned reading, assigned writing, exercise, in-class activities, further study
and research, and assessment).
Avoid using specific dates in all areas, except in the syllabus, to make it easier to rollout
the Master Course Template and the Course Shells.
The Course Developer will communicate any special instructions to the future
instructors using the ‘Notes to Instructors’ Tab in the MCT.
Depending upon the learning goals and objectives of the course, ‘Learning Modules’ may be
available (visible) all at once, or they may be time-released week by week. If this is the case,
the Course Developer MUST provide instructions about conditional release on the ‘Notes to
Instructors’ Tab for future Course Instructors to follow (refer to ‘Notes to Instructors’ Tab,
p.24)

H. ASSIGNMENTS
High-quality online courses take advantage of the built-in Assignment function. In the
Assignments Area, the Course Developer will create all the assignments for every Learning
Module in the Course Content Area. These Assignments can all be displayed, or have adaptive
or conditional release (it is the professor/instructor that will set conditional release of these
assignments, in the event that the students should not see them all from the beginning of the
class). Once an Assignment is created (using the Blackboard’s assignment creation function),
students are able to upload their assignments directly into these assignments repositories (by
clicking on the assignments, student will have access to the repository).
Instructors can grade student assignments within Blackboard, and the score is posted to the
Grade Center. Another advantage to using this method is that the assignments are archived with
the course, so that if there is any question later about a grade, all work can be viewed again.
When creating an Assignment, the Course Developer must include clear and detailed
information about the assignment (due dates, cut of dates, availability, # of attempts,
attachments, instructions, group or individual, etc), define homework policies (do’s and don’ts),
and provide information about plagiarism checking (Turnitin address and process). Remember
that, if the Assignments are to be released conditionally, it must be communicated to the
professor/instructor.
Depending upon the learning goals and objectives, ‘Assignments’ may be available (visible) all
at once, or they may be time-released week by week. If this is the case, the Course Developer
MUST provide instructions about conditional release on the ‘Notes to Instructors’ Tab for
future Course Instructors to follow (refer to ‘Notes to Instructors’ Tab, p.24)
I. DISCUSSIONS
The ‘Discussion’ Area is intended for collaborative exchange of ideas. The Master Course
Template already contains a Discussion Board within this area. The Course Developer must
include clear instructions of what is expected of students in this section. It is necessary to define
all the details and the discussion parameters (general discussions, group discussions; is it
gradable or not; availability; replies; threads; moderated or not; permissions; etc).
J. GROUPS
In the ‘Groups’ Area, the Course Developer will create groups to facilitate the Instructor to
assign members to discuss projects, share files, and send emails. The Course Developer will
create Groups to breakout the classes in smaller units, and encourage and facilitate
collaboration, research, and team-work. Within Groups, the students will be able to exchange
files, use the Discussion Board, collaborate in a Virtual Classroom, and send email.

The Course Developer can associate assignments (H. Assignments) with specific groups (for
developing purposes, groups can be named as Group #1, Group#2, or any other naming
convention specified by the Course Developer).
The Course Developer needs to:
Define and create types of groups (single or group set)
Assign group tools (blogs, wikis, email, discussion boards, etc)
Define enrollment (self, manual, or random)
K. EXAMS & QUIZZES
In the ‘Exams & Quizzes’ Area, students will find the tests (Exams and Quizzes) that will be
conducted in the Course. The Course Developer will create all tests to be conducted throughout
the course (it is the professor/instructor that will set conditional release of these Tests, in the
event that the students should not see them all from the beginning of the class). Remember
that, if the Tests are to be released conditionally, it must be communicated to the
professor/instructor via the ‘Notes to Instructors’ Tab (p.24).
The Course Developer must configure the Test Profile (name, description, instructions, and
questions), as well as the Test Options (announcement, availability, duration, grade release,
number of attempts, and selective release). If they are time limits imposed on the exam, ensure
the syllabus contains your expectations and the consequences for students going over the time
limit.
Assessments in the ‘Exam & Quizzes’ area must match the ones described in the Syllabus.
Depending upon the learning goals and objectives of the course, ‘Exam & Quizzes’ may be
available (visible) all at once, or they may be time-released week by week. If this is the case,
the Course Developer MUST provide instructions about conditional release on the ‘Notes to
Instructors’ Tab for future Course Instructors to follow (refer to ‘Notes to Instructors’ Tab,
p.24)
L. MY GRADES
The ‘My Grades’ Tab provides students a quick access for checking grades. It takes advantage of
the Online Grade Center and keeps students up-to-date on their progress. The Course
Developer does not need to alter of modify this tab. It will be automatically updated with all
gradable items for the students, such as tests, assignments, journal and blog entries, and
discussion posts.
The ‘My Grades’ Tab includes information about item names, details, due dates, activity dates,
posted grades, possible grading, and instructor’s comments about a particular assessment.

M. COURSE RESOURCES
Within the “Resources’ Tab, the Course Developer will provide a list of links and/or addresses of
any course materials that could serve as complement to the course being developed. These
resources could be related to the course content, or to the tools being utilized in the course
(such as APA writing style resources, internet sites or URL, and any other materials or tools).
In the Master Course Template, there are other sources of information for the students (such as
CAU Policies, Student Support Services, Blackboard Help, ITS Help Desk Support, etc), but these
tabs are operational resources. The ‘Resources’ Tab is more intended to expand and/or
complement the materials covered in the course.
N. STUDENT SUPPORT SERVICES
The ‘Student Support Services’ Tab will provide students the connection to the Student Support
Services Portal. Within this portal, students will receive information about all services rendered
within this department.
The Course Developer does not need to alter of modify this tab. This tab will contain a link to the
Students Support Services Department already embedded within the Master Course Template.
O. BLACKBOARD HELP
The ‘Blackboard Help’ Tab provides a link to the Blackboard Support Center. This link will
facilitate learning materials for students to master the CAU Learning Management System
(Blackboard). This is a single resource center for all user documentation available in Blackboard.
Students will find answer to most frequently asked questions, or search for specific topics. The
Blackboard Help Center provides access to Blackboard On-Demand Learning Center which is a
platform rich on videos and tutorials.
Blackboard Help Center already embedded within the Master Course Template.
P. ITS HELP DESK SUPPORT
The ‘ITS Help Desk Support’ Tab will provide students the connection to the CAU Information
Technology Support Page. Within this page, students will receive information about all services
rendered within this department, together with their hours of operation, and their schema for
support (escalation, etc).
ITS Help Desk Support Page already embedded within the Master Course Template
Q. CONTACT INSTRUCTOR
The ‘Contact Instructor’ Tab is reserved for the Instructor. The Course Developer does not need
to alter of modify this tab.

Once the course is developed by the Course Developer, the Instructor will need to provide his
contact information within this tab. The Instructor will be expected to provide information
requested in the Blackboard Contact Module (Title, First Name, Last Name, E-Mail, Work Phone,
Office Location, Office Hours, and other optional fields).
R. COMPUTER REQUIREMENTS
The ‘Computer Requirements’ Tab provides information to the students about what is
technologically needed to successfully navigate the Learning Management System (Blackboard).
The students will be documented on the Hardware minimum requirements (computer) and the
Browsers that are certified to run Blackboard without glitches.
This tab will provide information related to the solution of the most common problems (such as
cookies, Java and Plug-ins requirements, Pop-up Blockers, etc).
Within this Tab, students will be able to perform and online computer diagnosis to verify the
computer compatibility with Blackboard.
The Course Developer does not need to alter of modify this tab. This tab contains already all the
necessary elements to help the students verify computer requirements.
S. CAU POLICIES
The ‘CAU Policies’ Tab, will provide the student direct connection to all the Policies and
Procedures governing the Campus (such as Course Catalog, General Policies and Disciplinary
Procedures Manual, Graduate Student Handbook, Sexual Harassment, Student Rights and
Responsibilities, Campus Security Policy, among others).
The Course Developer does not need to alter of modify this tab. All active CAU Policies and
Procedures documentation will be embedded within this tab.
T. NOTES TO INSTRUCTORS
The ‘Notes to instructors’ Tab is designed for the Course Developer to communicate with future
Course Instructors, for them to adjust the Course Shells based on future events. In this tab, the
Course Developer will provide detailed information about any conditional release of content
areas, assessment or activities. For instance, the Course Developer may design all quizzes and
exams, but may suggest to release these elements in a particular order, or after completing
certain chapters or units. This is a hidden tab, not visible to students.
In the future, when Instructors receive a Course Shell (a copy of the Master Course Template
already developed for that particular course), they will follow instructions and suggestions
provided by the Course Developer within the ‘Notes to Instructors’ Tap.

4.3 RICH MEDIA CONTENT: VIDEO PRODUCTION
Taking into consideration the time commitment, copyright and bandwidth issues associated
with using online video, the instructor must balance the problems of using video with the benefits.
Plan your video to meet a specific instructional goal:
 Display something that can not otherwise be seen by students (e.g., faraway places, past
events, the inside of a working heart).
 Capture an unusual event, a time lapse or microscopic event.
 Engage students in the subject matter - related topics; current events; differing opinions,
interpretations, or perspectives.
 Present an example or a case for discussion, comparison, or review.
4.3.1 CRITERIA TO DETERMINE IF VIDEO CONTENT IS NEEDED
 Visually, is the video fulfilling the purpose you wished to accomplish?
 Can the learning goals also be accomplished by using still photos, running audio only,
diagrams or graphics?
 What supporting materials will you provide students pre- and post-viewing?
 Will you assess the impact of this video? And, if so, how? Do you have Copyright
Permission? (Yes, you DO need it!)
 For copyright information, check the Library's copyright information page.
 If you need assistance in requesting permission to use copyrighted materials, speak with
the Instructional Designer.
4.3.2 PLANNING THE FINAL PRODUCT
 Determine what parts you want to show, in what order.
 Outline - Storyboard on paper or using the program (i.e., Adobe Premiere).
 Do you want titles or credits (or, save time by placing introductory material on the entry
web page)
4.3.3 CREATING THE FINAL PRODUCT
 Have your storyboard and videotapes ready
 Capture into digital files the segments you plan to use, including black for before and
after the actual video. Capture more than you think you'll need: fine-edit later.
 Create title pages or end credits; capture single frames you might want to use either in
the project or as links to the project.
 Insert cuts into the A-segment, add title segment, add second track audio, adjust sound
levels if necessary, add transitions between segments if desired. Add black segments at
both ends. Rendering - rendering (or preview) turns all those small clips, transitions and
titles into one file that runs smoothly (more or less).

4.3.4 TIPS AND HINTS
 KISS (Keep It Short and Simple).
 If you have a long clip of someone talking, break it up into smaller instructional units.
Use questions as hot links to introduce each segment (example). Another option would
be to use just the audio line running under a photograph of an example or of the
speaker.
 Time marks on your VHS machine at home are probably not the same as time marks on
the VHS machine in the faculty lab.
 Allow lots of time to complete the project because you never know what
issues/problems might come up or what changes you might want to make once you
start.
 Be patient and take a lot of breaks - save before you take a break.
 Break the project up over several sessions.
 Bring your knitting projects along when it's time for Adobe Premiere to render and save
your project.
 Your next video will be easier than the first.
 There's a very small degree to which audio, lighting or video in the original can be
improved in the digital copy. Start with the best material available.
 Have a segment of black for pre- and post-video (suggestion: videotape the lens cap for
five minutes).
 It's better to over-capture - have more video to work with - than to end up short or
needing to recapture a longer segment.
 Save often and - if possible - in two places (CD and hard drive).
 Be open to new ideas or variations to your original plan.
 Find a technique that compliments your style (figure out how you work best with the
program, do you have a work sheet with in and out marks, etc.).
If you have any other specific questions please contact the Instructional Design Center.
4.4 ADA AND 508 COMPLIANCE
Below are the guidelines for CAU Online Courses ADA and 508 Compliance
4.4.1 LINKS
 Do not use hyperlinks of the type "click here." Screen readers have an option to list
and read all hyperlinks on a page. A list of twenty items all reading "click here" would
not be instructive.
4.4.2 TEXT
 Research shows that sans-serif fonts are more easily read on computer monitors than
are serif fonts.

 Black text on a white background is recommended.
 Use only one font.
 Limit use of all CAPS, italics or bold text.
 Do not use underlining for emphasis (it can be mistaken for a link).
4.4.3 GRAPHICS
 All graphics should have alternative text (alt tags) for ADA Section 508 compliance.
Screen readers are then able to read what the image is.
 The text information in the alt tag associated with an image/graphic should, when
possible, communicate the same information as its image/graphic.
4.4.4 COLOR
 There should be a high contrast between the background color and the font color.
 Avoid extremely bright colors as a background color, it makes text very hard to read.
4.4.5 ANIMATION
 Refrain from using animated or blinking images, text or cursors. These can cause
seizures for some people.
4.4.6 VIDEO AND AUDIO
 Provide close-captioning or have accompanying text-based scripts for all video.
 Provide text versions of all audio files.
4.4.7 ACCESSIBILITY RESOURCES
 http://www.access-board.gov/sec508/guide/1194.22.htm
A list of the requirements for Section 508
 http://www.w3.org/WAI/Resources/
A good overview of Web Accessibility
 http://trace.wisc.edu/world/web/
Advice on now to design more usable Web sites.
 http://diveintoaccessibility.org/
Tips for designing accessible Web sites, divided by disability and tool.
 http://webxact.watchfire.com/
This free service (previously known as Bobby) will allow you to test web pages and
help expose and repair barriers to accessibility and encourage compliance with
existing accessibility guidelines, such as Section 508 and the W3C's WCAG (quality,
accessibility, and privacy issues).
 http://www.cynthiasays.com/
Web content accessibility validation solution, designed to identify errors in design
related to Section 508 standards and the Web Content Accessibility Guidelines. This
service is a free accessibility validation tester.

4.5 RECOMMENDED FILE FORMATS FOR ONLINE COURSES
When creating online course content it is best to use the following file types:
Portable Document Format - .PDF
Rich Text Files - .RTF
Hypertext Markup Language - .HTML
RTF and HTML files are supported by a web browser or a text editor (such as notepad), and PDF
documents are supported by free third party software Adobe Reader. The PDF file format is ideal
because you can view it online with the Adobe Reader and it is easy to print.
By posting file types such as MS word documents and PowerPoint presentation, students are
required to have those specific programs to access the documents.

Below is a table that compares these files formats:
FORMAT FEATURES RFT PDF HTML
LOADING Fast Slower, however; you
can use your browser
while downloading
Fast, unless page has
graphics or other multi-
media.
SCREEN APPEARANCE Open’s in the user’s
default word
processor
Some programs
allow zoom in or
out
Sometimes easier
to read
Does not adjust to
user’s screen; uses
default setting by
author
Allows zoom in/out,
key word search.
Easy to read
Adjust to user’s
settings
Allows zoom
through a browser
function.
Sometimes easy to
read
INTENDED PURPOSE Printing Printing Browser/Reading
on screen
Can be difficult to
print
WHERE IT OPENS Any word processor Acrobat Reader (free
download) or Preview
Within browser in
Blackboard
FORMATTING, FONTS,
SPACING, PAGINATION,
AND STYLES
Generally preserved
well with a few
exceptions
Preserved fully Layout is not as easy as
in a word processor, but
HTML editors help
PRINTING Better Best Can be difficult
sometimes
FILES One file One file Can be multiple linked
documents and files
GRAPHICS Not included Included in single file Not included
MAINTENANCE Easy Medium Difficult
PLATFORM Cross Platform Cross Platform Cross Platform
UNIVERSAL OR
PROPRIETARY
Universal Proprietary. It requires
additional software for
creation. Adobe
Acrobat Professional is
required.
Universal
SOFTWARE REQUIRED Any word processor Adobe Reader is
required to view
documents.
Browser
ANNOTATIONS Can annotate Can annotate Can annotate with
browser plug-in .
AUTHORING Can create with any
word processor
Adobe Acrobat
Professional is required
Need HTML editor
software.
STUDENT EDITING Can edit document Can copy and paste
content to word
processor.
Can copy and paste
content to word
processor.

4.6 PLAGIARISM
Policies for plagiarism are outlined in the CAU Student Bulletin and CAU Student Handbook.
4.7 COPYRIGHT AND FAIR USE
The copyright protections that we normally associate with print also govern the use of audio,
video, images, and text on the Internet and the World Wide Web (WWW). The intuitive interface of the
WWW makes it easy for the computer user to copy and use images, text, video and other graphics that
are likely to be protected by copyright. A document may be copyrighted even if it does not explicitly
state that it is copyrighted. As a result, it is a good idea to assume materials such as documents, images,
or video clips are copyrighted. Educators can avoid copyright violations and legally use copyrighted
materials if they understand and comply with the fair use guidelines. If you believe, after you review this
document, that your proposed use does not comply with fair use guidelines, you always have the option
to ask for permission from the copyright holder.
This goal of this section of Instructional Design Handbook is to help faculty understand copyright
and fair use issues in online course. Please refer to Appendix C to see a sample of copyright statements
that need to be placed in each module and following sample letters:
Request to use copyright material on a LMS
Request to use copyright video materials on the internet
Request to use reprinted material
4.7.1 AN INTRODUCTION TO COPYRIGHT
A. WHAT IS COPYRIGHT?
Simply put, "copyright is a legal device that provides the creator of a work of art or literature, or
a work that conveys information or ideas, the right to control how the work is used." Stephen
Fishman, Esq. The Copyright Handbook, 1996.
The intent of copyright is to advance the progress of knowledge by giving an author of a work an
economic incentive to create new works.
B. WHAT CAN BE COPYRIGHTED?
Any tangible, original expression, can be copyrighted. This means, for example, that a verbal
presentation that is not recorded cannot be copyrighted. However, anything that is tangible can
be copyrighted. There are three fundamental requirements for something to be copyrighted:

FIXATION:
 The item must be fixed in some way. The fixation may be just about anything. For
example, a piece of paper, a computer disk, a audiotape, or a videotape are all
legitimate forms of fixation.
ORIGINALITY:
 The work must be original. Originality includes a novel or a student's e-mail message
to a professor. Both are considered examples of original expression.
 It is not necessary for the work to be completely original. Works may be combined,
adapted, or transformed in new ways that would make them eligible for copyright
protection.
MINIMAL CREATIVITY:
 The work must include something that is above and beyond the original. Verbatim
use is not considered original. Reference to the original work that is used to discuss
a new concept would be considered original, however.
 Creativity need only be extremely slight for the work to be eligible for protection.
C. WHAT CANNOT BE COPYRIGHTED?
WORKS IN THE PUBLIC DOMAIN:
 Ideas are in the public domain.
 Facts are in the public domain.
 Words, names, or other short phrases also cannot be copyrighted. However,
slogans, for example, can be protected by other means, such as trademark law.
 Blank forms.
 Government works, which include:
 Judicial opinions.
 Public ordinances.
 Administrative rulings.
 Works created by federal government employees as part of their official
responsibility.
 Works for which copyright exists or copyright has expired.
It is a common misperception that state employees and contractors performing work on behalf
of the federal government cannot copyright their work. Unless it is explicitly stated in the
contract between the government and a contractor, federal government contractors are
permitted to copyright their works as can state employees.

D. WHAT DOES COPYRIGHT PROTECT?
Copyright provides authors fairly substantial control over their work. The four basic protections
are:
The right to make copies of the work.
The right to sell or otherwise distribute copies of the work.
The right to prepare new works based on the protected work.
The right to perform the protected work (such as a stage play or painting) in public.
4.7.2 AN INTRODUCTION TO FAIR USE
A. WHAT IS FAIR USE?
Fair use is the most significant limitation on the copyright holder's exclusive rights. There are no
set guidelines that are universally accepted. Instead, the individual who wants to use a
copyrighted work must weigh four factors:
B. THE PURPOSE AND CHARACTER OF THE USE:
Is the new work merely a copy of the original? If it is simply a copy, it is not as likely to
be considered fair use.
Does the new work offer something above and beyond the original? Does it transform
the original work in some way? If the work is altered significantly, used for another
purpose, appeals to a different audience, it more likely to be considered fair use.
Is the use of the copyrighted work for nonprofit or educational purposes? The use of
copyrighted works for nonprofit or educational purposes is more likely to be considered
fair use.
C. THE NATURE OF THE COPYRIGHTED WORK:
Is the copyrighted work a published or unpublished works? Unpublished works are less
likely to be considered fair use.
Is the copyrighted work out of print? If it is, it is more likely to be considered fair use.
Is the work factual or artistic? The more a work tends toward artistic expression, the less
likely it will be considered fair use.
D. THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED:
The more you use, the less likely it will be considered fair use.
Does the amount you use exceed a reasonable expectation? If it approaches 50 percent
of the entire work, it is likely to be considered an unfair use of the copyrighted work.
Is the particular portion used likely to adversely affect the author's economic gain? If
you use the "heart" or "essence" of a work, it is less likely your use will be considered
fair.

E. THE EFFECT OF USE ON THE POTENTIAL MARKET FOR THE COPYRIGHTED WORK:
The more the new work differs from the original, the less likely it will be considered an
infringement.
Does the work appeal to the same audience as the original? If the answer is yes, it will
likely be considered an infringement.
Does the new work contain anything original? If it does, it is more likely the use of the
copyrighted material will be seen as fair use.
4.7.3 WHAT ARE THE RULES FOR FAIR USE FOR INSTRUCTORS?
A. COPYING BY TEACHERS MUST MEET THE TESTS OF BREVITY AND SPONTANEITY:
Brevity refers to how much of the work you can copy.
Spontaneity refers to how many times you can copy.
According to the rule, the need to copy should occur closely in time to the need to use the
copies, generally following the "one semester rule." If you use something on one
occasion within one semester or part of a semester it is more likely to be seen as fair use. If you
use something repeatedly, it's less likely to be considered fair use. The expectation is that you
will obtain permission as soon as it is feasible. Using something over a period of multiple
semesters or years is not within the spirit of the fair use exception.
B. SPECIAL WORKS:
"Works that combine language and illustrations and which are intended sometimes for
children and at other times for a general audience." A child's book is an example.
Special works should never be copied in their entirety.
An excerpt of no more than two pages or 10 percent, whichever is less, is the rule for
special works.
The use of the copies should be for one course at one school.
The copies should include a notice of copyright acknowledging the author of the work.
NOTE: It is recommended that teachers, faculty, or instructors consider both the special
guidelines for instructor and take into account the four factors that are used to evaluate fair use
when they are deciding what and how much of a copyrighted work to use.
4.7.4 IN GENERAL, WHAT COUNTS AS FAIR USE?
Keeping in mind the rules for instructors listed above, and that all materials must be cited as to
their source, some general examples of limited portions of published materials that might be
used in the classroom under fair use for a limited period of time include:
A chapter from a book (never the entire book).

An article from a periodical or newspaper.
A short story, essay, or poem. One work is the norm whether it comes from an
individual work or an anthology.
A chart, graph, diagram, drawing, cartoon or picture from a book, periodical, or
newspaper.
Poetry
o Multiple copies of a poem of 250 words or less that exist on two pages or less or 250
words from a longer poem.
Prose
o Multiple copies of an article, story or essay that are 2,500 words or less or excerpts
up to 1,000 words or 10 percent of the total work, whichever is less.
Illustrations
o Multiple copies of a chart, graph, diagram, drawing, cartoon, or picture contained in
a book or periodical issue.
4.7.5 WHAT SHOULD BE AVOIDED?
Making multiple copies of different works that could substitute for the purchase of
books, publisher's reprints, or periodicals.
Copying the same works from semester to semester.
Copying the same material for several different courses at the same or different
institutions.
Copying more than nine separate times in a single semester.
4.7.6 WHEN IS PERMISSION REQUIRED?
When you intend to use the materials for commercial purposes.
When you want to use the materials repeatedly.
When you want to use a work in its entirety and it is longer than 2,500 words.
4.7.7 HOW DO I GET PERMISSION?
Contact the Instructional Designer to help you obtain permission.
A. COPYRIGHT AND ELECTRONIC PUBLISHING
The same copyright protections exist for the author of a work regardless of whether the
work is in a database, CD-ROM, bulletin board, or on the Internet.
If you make a copy from an electronic source, such as the Internet or WWW, for your
personal use, it is likely to be seen as fair use. However, if you make a copy and put it on
your personal WWW site, it less likely to be considered fair use.

The Internet IS NOT the public domain. There are both non-copyrighted and copyrighted
materials available. Assume a work is copyrighted.
B. TIPS FOR THE INTERNET
Always credit the source of your information
Find out if the author of a work (e.g., video, audio, graphic, icon) provides information
on how to use his or her work. If explicit guidelines exist, follow them.
Whenever feasible, ask the owner of the copyright for permission. Keep a copy of your
request for permission and the permission received.
C. EDUCATIONAL MULTIMEDIA GUIDELINES
The guidelines provide guidance for the use, without permission, of portions of lawfully
acquired copyrighted works.
D. DEFINITIONS
The guidelines are intended to apply to educational multimedia projects that
incorporate educators' original material, such as course notes or commentary, together
with various copyrighted media formats, including motion media, music, text material,
and graphics illustrations.
The guidelines are voluntary and do not have the force of law.
If you follow the guidelines, it is highly likely that your use is fair use.
The guidelines are safe minimums.
The newly created work that includes copyrighted material may only be used for
learning activities. Other uses, such as selling the work commercially, require
permission.
E. FACULTY SUGGESTED GUIDELINES
Faculty may include portions of copyrighted works when producing their own
multimedia project for their teaching in support of curriculum-based instructional
activities at educational institutions.
Faculty may use their project for:
o assignments for student self-study
o for remote instruction provided the network is secure and is designed to prevent
unlawful copying
o for conferences, presentations, or workshops
o for their professional portfolio
F. TIME RESTRICTIONS
The fair use of copyrighted material in multimedia projects lasts for two years only.
After two years, obtain permission before using the project again.

G. TYPES OF MEDIA AND PERMISSIBLE AMOUNTS
1. Motion media:
o Up to 10 percent of the total or three minutes, whichever is less.
2. Text material:
o Up to 10 percent of the total or 1,000 words, whichever is less.
o An entire poem of less than 250 words may be used, but no more than three poems
by one poet or five poems by different authors in an anthology. For poems
exceeding 250 words, 250 words should be used but no more than three excerpts
from one poet or five excerpts from different poets in the same work
3. Music, lyrics, and music video:
o Up to 10 percent of the work but no more than 30 seconds of the music or lyrics
from an individual musical work.
4. Illustrations or photographs:
o no more than five images from one artist or photographer.
o No more than 10% or 15 images, whichever is less, from a collection.
5. Numerical data sets:
o Up to 10 percent or 2,500 fields or cell entries, whichever is less, from a copyrighted
database or data table.
6. Copying of a multimedia project:
o No more than two copies may be made of a project.
4.7.8 WHEN SHOULD YOU GET PERMISSION?
When you intend to use the project for commercial or noneducational purposes.
When you intend to duplicate the project beyond the two copies allowed by the
guidelines.
When you plan to distribute the project beyond the scope of the guidelines.
Source: Modified version of the University of Maryland Policy, from the Department of Information and Library
Services, http://www.umuc.edu/library/copy.shtml

4.8 NETIQUETTE
Below is a general set of netiquette guidelines for online CAU students. Please feel free to add
guidelines that conform to your specific course.
4.8.1 NETIQUETTE GUIDELINES FOR ONLINE STUDENTS
The following Netiquette Guidelines are suggestions for success in your online learning
environment at the Carlos Albizu University.
4.8.2 SOFTWARE USAGE
The course software and server are property of the Carlos Albizu University. Use of the
electronic communication tools, such as chat, discussion boards, or email for personal gain or
gain on behalf of other individuals or organizations or for soliciting funds for charity, non-profit
organizations, schools, or other businesses is prohibited.
4.8.3 SHOW PROFESSIONALISM AND COURTESY
Exhibit the same professionalism and respect in the online class as you would in the workplace.
4.8.4 USE CORRECT SPELLING AND GRAMMAR
Adhere to correct spelling and grammar rules. It is good practice to compose your message in a
word processing program where you can check your spelling and grammar prior to sending.
Avoid typing in all capital letters, as this is considered to be shouting (flaming). Avoid
abbreviations and informal language ("I'll C U L8R").
4.8.5 USE A POSITIVE TONE
Before hitting the Send or Submit button, review your message. The ease and speed of the
Internet makes it easy to say something you will regret later. Remember: You are
communicating with other human beings, with feelings, sensitivities, and opinions.
4.8.6 FOLLOW THE COURSE DISCUSSION BOARD GUIDELINES
Make sure that you are posting under the correct discussion topic and read all postings in that
topic prior to posting your message. Keep in mind that different instructors may have different
guidelines for participation and grading.
4.8.7 BE RESPECTFUL OF OTHERS AND THEIR TIME
Think carefully about who the recipients of your email should be. Avoid sending an email to the
entire class, unless you feel that everyone must read it. Use descriptive subject lines for email
messages and discussion board postings. Check the syllabus and course policies stated by your
instructor to know what to expect about your instructor's turnaround time for responding.

4.9 STRATEGIES TO MINIMIZE CHEATING
When giving an exam online, how can you be sure a student is actually doing his/her own work?
What is the most secure way to handle online examinations? While there are no magic answers to these
questions, there are many strategies an instructor can use to accurately assess student performance
online and minimize a student’s temptation to cheat. Consider these options:
1. First, many of the same problems regarding the authenticity of a student’s work and
plagiarism exist in the traditional classroom as well. To get someone’s help through an
entire online program would take substantial effort. For most students it is just not
possible to have consistent help through many tests at many different times. Besides,
who would consent to putting in so much work for someone else and not get credit for
it?
2. Use a log-in/password system (but of course, a student could just give the username
and password to someone else).
3. Make exercises difficult enough so that the person who hasn’t done the previous work
in your course will not be able to complete the assignment.
4. Give many short exams that are embedded in class exercises so that it would be difficult
for a student to have "help" there all the time.
5. Ask mastery-type questions so that a student must know the material himself/herself in
order to answer the question (i.e. case studies Vs memorization questions).
6. Ask students to relate the subject matter to their own personal/professional/life
experiences so their answers are personalized and difficult to replicate.
7. Require students to submit an outline and rough draft of term papers and essays before
the final paper is due. This way, a professor can see the work in progress.
8. Give different questions to different students – construct a large set of questions from
which an automated testing program can randomly select (i.e. a database of 50
questions with 10 randomly chosen).
9. Limit the times when the online test is available; ensure that the test is taken in a
certain amount of time. Some automated testing programs allow this feature.
10. Provide online exam practice – sample questions, self-study questions with answers and
feedback, and require a proctored, non-online examination for course credit (i.e. on
campus, at a testing center, library, etc.)
11. Finally, remember that testing should never be the only means by which you assess the
abilities of your students. If they are evaluated with various different methods, you have
the best way of ensuring that there is real learning taking place.
Source: Illinois Online Network, http://www.ion.uillinois.edu/resources/tutorials/assessment/cheating.asp

SECTION 5: SOFTWARE
5.1 SOFTWARE: DEVELOPMENT TOOLS
The following software will be used to develop rich media content for all online courses. Below
we have provided a table listing a description of development software it will be utilized.
SOFTWARE DESCRIPTION
BLACKBOARD LEARN 9.1
Blackboard is a Web-based course-management
system designed to allow students and faculty to
participate in classes delivered online or use online
materials and activities to complement face-to-
face teaching. Blackboard enables instructors to
provide students with course materials, discussion
boards, wikis, blogs, journals, virtual chat, online
quizzes, exams, surveys, an academic resource
center, and much more.
ADOBE CONNECT PRO
Adobe Connect is web conferencing software that
securely shares presentation and multimedia right
from the desktop, and allows real-time interaction
with students — all using a web browser and the
Adobe Flash Player runtime, already installed on
more than 98% of Internet-connected personal
computers.
WEB CONFERENCING - Control access to
team meetings and help ensure the
privacy and compliance of
communications and business data.
E-LEARNING - Create self-paced courses
and deliver media-rich live virtual
classroom sessions.
WEB SEMINARS - Host live web events and
training for customers, prospects, and
business partners.
ADOBE PRESENTER With Adobe Presenter, a user can transform static
PowerPoint presentations into engaging Adobe
Flash multimedia experiences. Easily add
narration, animations, interactivity, quizzes, and
software simulations to eLearning courses.
KEY CAPABILITIES:
Create professional Flash presentations
and self-paced courses complete with
narration and interactivity
Import and edit video in any format and

export as SWF
Record and edit high-quality audio
Help ensure consistency with branding and
customization.
Deliver advanced quizzes and surveys with
question pooling and randomization
Publish content as a PDF file, preserving all
of your animations
Create AICC- and SCORM-compliant
content
Integrate with Adobe Acrobat Connect
Pro software to deploy, manage, deliver,
and track content
ADOBE CAPTIVATE
Adobe Captivate is software that allows a user to
add demonstrations, interactive simulations,
branching scenarios, and quizzes to your
courseware without programming using Adobe
Captivate 5 software. Go beyond screen capture
and achieve superior results in fewer steps thanks
to an intuitive user interface, collaboration
workflows, and a multitude of timesaving features.
Easily integrate your content with eLearning
applications and leading SCORM- and AICC-
compliant Learning Management Systems to
deliver content virtually anywhere.
TEGRITY
Tegrity is lecture capture software that makes
course content available on-demand for students.
Tegrity makes class time available all the time by
making every class on campus available for replay
by every student – anytime, anywhere.
5.2 SOFTWARE UTILIZATION
In the course development process faculty are required to help design, convert, and produce
course content. Faculty will have other software applications available to use besides blackboard.
Furthermore, the web/media specialist will use other advanced software application to assist the faculty
with course development of media files and knowledge objects.
SOFTWARE FACULTY WEB/MEDIA SPECIALIST COURSE DEVELOPMENT
ADOBEDOBE CONNECT PRO  
ADOBE PRESENTER  
TEGRITY  
ADOBE CAPTIVATE 
CAMTASIA STUDIO 

SOFTCHALK 
ADOBE CS5 
CRAZYTALK ANIMATOR PRO 
ICLONE EX 
OTHERS 
5.3 BLACKBOARD LEARN 9.1 TOOLS
The table below outlines all of the online tools available in blackboard. The criterion for
reviewing and selecting existing resources depends upon its ability to increase student engagement in
order to promote active and motivated students to learn. Active learning is promoted by the following:
Use of rich media – Interactive and animated tutorials and simulators
Opportunities to collaborate in Chat or the Discussion Board.
Models and Demonstrations
Audio and Video
Self-Assessments
Self-expressive and self-reflective tools, such as Journals and Blogs
Group collaborative opportunities using the Course Wikis
Well-constructed activities
Use the Blackboard Tool Selection Form in (Section 9 - Appendix B – 9.4) to help you determine
what Blackboard Learn 9.1 tools would be appropriate to engage your students.
TOOLS KEY FUNCTIONS
ANNOUNCEMENTS
Use announcements to post important and timely
information for your students. If you are using the
default settings your students will see the
announcements area first when logging into your
class.
TESTS
Have students take online quizzes and provide
them with immediate feedback. A total of 18
different types of multiple choice, fill in the blank,
matching, true/false, ordering, and essay/short
answer questions are available.
Essay/short answer assessments need to be
graded by the instructor. Survey student needs
and/or have them take course evaluations online
using the built in survey tool. Use the assessments
feature for online homework as well!
ASSIGNMENTS
The Assignments tool is used to present a variety
of learning activities to students, allowing them to
view and submit assignments from one location.

Assignments can be submitted as the text which or
an attached files, or combination of both.
DISCUSSION BOARD
Use this asynchronous communication method to
have “conversations” outside of class. Use the
discussion board forum to continue a conversation
started in class, to discuss topics from the
readings, or to have students share
projects/assignments.
EXTERNAL LINKS
Provide your students with an electronic list of
resources that will augment their classroom
activities. These link scan be to recommended
websites, library databases, electronic journals,
images, or electronic books.
GRADE CENTER
Keep track of student grades on all assignments
using the Grade Center. Students have the ability
to check their own grades and to see where they
fall in the class average (they see only their
scores). Blackboard assessment (quizzes and
surveys) are automatically recorded in the Grade
Center. Faculty have the ability to weight grades
and to export grades to Excel at the end of the
quarter
GROUPS
Enable collaborative work in your class using the
groups function. Group members have access to
their own discussion board, file exchange (drop
box), virtual classroom (chat), and email.
SEND EMAIL
Use the send email function from the Control
Panel to easily email a single student or the entire
class. Students will need to have updated email
information in Campus Connect in order for this
feature to work properly.
CONTACTS
Use this to provide your contact information,
office hours, and personal website if you have not
put this information into your syllabus.
SYLLABUS
Make your syllabus available online.
MESSAGING TOOL
Allows you to send messages to anyone associated
with your Blackboard Learn course without using
external email addresses. Accounts are
automatically created for each course member
and messages are sent, received, and saved in the
Messages tool. This provides additional privacy
because external email addresses are not used.

Course members are not automatically notified
when they receive a new message, so they must
log in to the course regularly and check for new
messages.
JOURNALS
Journals are a personal space for students to
communicate privately with the instructor.
Students can also use Journals as a self-reflective
tool to post their opinions, ideas, and concerns
about the course, or discuss and analyze course
related materials. Journal assignments can be
broad and student-directed as the students reflect
on the learning process and document changes in
their perceptions and attitudes.
BLOGS
Blogs allow authors to communicate their
knowledge and opinions to others. Course
members can express their ideas and grasp of
course content in a state of virtual proximity, and
refine their thoughts as guided by the instructor or
peers through comments. Blogs can facilitate
critical thinking and knowledge construction, while
supporting the learning that takes place in the
online classroom.
WIKIS
Wikis is a collaborative tool that allows students to
contribute and modify one or more pages of
course related materials, providing a means of
sharing and collaboration. Pages can be created
and edited quickly, while tracking changes and
additions, allowing for effective collaboration
between multiple writers.
COLLABORATION
For times when real-time communication is
required, such as a brainstorming session, students
can use the Collaboration tool, which consists of
Chat and the Virtual Classroom.
Chat is a virtual meeting space, where you and
your students can gather to communicate with
each other using instant messaging.
The Virtual Classroom tool includes a whiteboard,
Chat panel, Web browser, Course Map, and a
question and answer area. It is ideal for course
lectures, especially those in which visual materials
are presented.

SECTION 6: ONLINE COURSE DESIGN AND DEVELOPMENT
6.1 OVERVIEW OF CAU COURSE DEVELOPMENT PROCESS
The course development process is made up the following stages: planning, development,
assessment, and implementation. The fourteen tasks listed below outline the process for online course
development at CAU. The course development process in outlined in the Course Development Plan
located in Section 9 - Appendix B – 9.1.
6.1.1 PLANNING PHASE
1. Obtain permission for Online Course Development. Fill-out the Course Development
Authorization Form (Section 9 – Appendix B – Instructional Design Handbook).
2. Complete required Online Teaching Certification Program (OTCP).
3. Utilize the Course Planning Form (Appendix B – Instructional Design Handbook) and complete
the following 6 steps:
1) Identify Course Goals - A course goal is a general statement about learning
outcomes. A goal is an outcome you intend to measure as students exit the
course.
2) Identify Course Objectives – Course objectives help instructors define what
students need to achieve or be able to demonstrate as a result of taking a
course. Objectives drive content and activity choice, as well as help to
determine the structure, sequence, and pace of the course.
3) Analyze Students - After you analyze goals and objectives for your course, you
need to determine the needs of your students by remembering your audience.
When you develop an online course you can’t adjust and adapt content
spontaneously, so carefully analyze your audience.
4) Examine Resources - Create the instructional design by intentionally
planning the specific instructional materials, learning environments and
activities to online teaching strategies.
5) Review Existing and Potential Resources - Evaluate and select instructional
materials (textbook, e-pack, multi-media and other ancillary materials).
Research online resources that may be used to complement the selected
instructional materials and facilitate the students' various learning styles.

You must ensure that, if the resources used in the online course are copyright
protected, you have requested permission to use them or they must meet the
“Fair Use” standard under copyright law.
The copyright requirements for TEACH Act and LMS postings are similar to those
of classroom handouts, but extend the traditional rules for those handouts to
the digital transmission of materials to distance education students. If the use is
spontaneous and will not be repeated, copyright permission is not required;
however, the content may not remain posted for extended periods of time. If
the use is planned, repeated or involves works that have existed long enough
that one could reasonably expect to receive a response to a request for
copyright permission, you must obtain copyright permission.
Please look in ‘Section 11 - Appendix C’ to obtain sample copyright permission
request forms.
Use the Blackboard Tool Selection Form (located in Appendix B – Instructional
Design Handbook) to help you select the Blackboard tools and modules to be
incorporated in the course.
6) Course Content Storage – A network share folder will be provided by CAU
Information Technology Services (ITS) for storage of all course materials utilized
in the online course development process.
4. Utilize the Course Content Outline Form (Form is located in Section 9 - Appendix B – 9.3) to
plan the course's modules and lesson structure, and to document specific details for each
module and courseware used in lessons, activities and assessments.
6.1.2 Development Phase
1. After obtaining a copy of the Master Course Template from the Instructional Designer, start
setting-up the Course Shell on the Blackboard Staging server (the Master Course Template
will contain standardized course theme, components, and other LMS features that was
designed by the VGC).
2. If applicable, request installment of e-pack by the instructional designer.
3. Start to develop and create online content (i.e. modules, lesson, activities and assessments)
as outlined in the Course Content Outline Form.
4. Develop effective course information and directions to ensure clarity and support course
management.
5. Create the syllabus using the Syllabus Checklist and Syllabus Template (forms are located in
Section 9 - Appendix B).
6. Set-up course sections including calendar, syllabus, course homepage and grade book.
7. Review the course with an instructional designer (you are also required to conduct an
individual compliance review for ADA Section 508 and for copyright law compliance).

6.1.3 Assessment Phase
1. Once the Developer Phase has been completed, a peer-review committee, composed of the
Program Director, the Title V Instructional Designer, and the Educational Technology
Specialist, will review and assess the elements of the course for certification purposes
(utilizing the Course Assessment Form, located in Section 9 - Appendix B). The online
course development process is ended, and certified, after all parties have agreed that it
meets the expectations set in Online Course Development Agreement (OCDA), and in the
Instructional Design Handbook. If the course is not certified, it means that deficiencies were
identified and the Instructor is required to correct any errors. The certification process
ensures the quality of online course development and that University standards and
practices are adhered to.
6.1.4 Implementation Phase
1. Once the Course Shell has been approved by all parties in the Course Assessment Form,
move your Course Shell from Blackboard Staging Server to the Blackboard Production Server
(Instructional Designer can assist you, if necessary).
2. Course Developer will conduct an additional course review, together with the Instructional
Designer, to ensure that the Course Shell is working as designed in the staging environment.
6.2 PLANNING PHASE
6.2.1 IMPORTANCE OF PLANNING
The process of building an online course can be compared to that of building a house. The
contractor does not just pick up a hammer and start in on the construction. Rather, he learns
about his client's needs and reviews the available materials, tools, and resources. He clarifies
design issues, and considers the time and budget constraints. Armed with this knowledge, he
can then develop a plan to guide the construction long before the first nail is hammered.
In much the same way, creating an effective online course takes advance planning. It is
important to analyze the goals and objectives for your course, determine the needs of the
students, and examine your existing and potential resources.
This process enables you to design a plan for the course before the actual development ever
begins. Approaching the course creation process systematically can prevent the frustration of
having to restructure and redesign an entire course midway through development because a
vital piece of information was initially overlooked.
Use the Course Planning Form (located in ‘Section 9 - Appendix B – 9.2’) to help you with the
planning phase of the course development process.

6.2.2 COURSE GOALS
The road to a successful online course starts with identifying your course goals and objectives.
This is similar to planning content for a course in the traditional classroom, but in an online
environment, this step is even more critical. It is easy to get caught up in the latest technology
and lose sight of what you are teaching and what your students need to learn. By clearly
defining the course goals and objectives, you can better stay on track. First, we will discuss
course goals.
A course goal is a general statement about learning outcomes. They are general aims or
purposes and are broad, educational statements. A goal is the OUTCOME you intend to measure
as students exit the course. Each goal statement should include an action verb that is used to
describe what the learner will be doing when demonstrating the achievement of the goal. Clear
goals help you achieve the following:
Motivate students by creating a real learning target
Focus students' attention and efforts
Focus your purpose as an instructor
Identify and select effective teaching methods
Establish the criteria to be used in evaluation
Source: Why and How to Write Course Goals. Center for Effective Teaching and Learning. University of Texas at El Paso. 2010. Web. 12 Feb.
2010.
6.2.3 COURSE OBJECTIVES
The next step is to figure out exactly what your audience will achieve or be able to demonstrate
as a result of taking your course. In other words, what are the objectives of the course?
According to Merriam-Webster's Dictionary, an objective is "something toward which effort is
directed: an aim, goal, or end of action." Objectives are statements of student behavior, not
descriptions of what or how the student will be taught.
Course objectives serve many purposes. They drive content and activity choice, as well as help
to determine the structure, sequencing, and pacing of the course. They also tell students what is
expected of them.
Be as specific as possible when writing course objectives so students can clearly understand
them. Use verbs that are active and measurable.
To help you write effective course objectives, remember the acronym SMART:
(S)pecific – define your goal and methods clearly
(M)easurable – define your objectives numerically
(A)chievable – your objectives must be realistic and attainable with the available
resources
(R)ealistic or relevant – your objectives must address the stated need
(T)imely – state the start and finish for your objectives

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