This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.

1. Course Development
Kick-Off Meeting
Online Student Experience

2.  Welcome and Introductions
Agenda
 Big Questions in Course
Design
 Course Mapping
 Course Development
Resources
 Quality Matters Overview
 Peer Review Process
Clipart from  Schedule of Events
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3. Big Questions in Course Design
 Where are we?
 Who is your audience?
 What skills do they already have?
 Where are we going?
 Course Learning Outcomes?
 What skills and knowledge?
 How are we going to get there?
 Objectives, Activities, Projects,
Discussions
 How will we know when we get Photo by Aram Bhusal
there? arambhusal.sulekha.com/.../slideshow/230411.ht
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4. ECC Online Course Planning
Grid

5. Course Development Resources
 Video Resources
 Alex Curran – Videographer
 Digital Repositories (Premade
videos)
DCCCD Repository, Merlot, NSDL
 Echo 360: Lecture Capture (do it
yourself)
 Jing: Quick feedback or tutorial
 District Resources
 FAST Team Website Wiki
 Studio C
 TeleCollege Courses – If course
has been created, you can have

6. Course Development Resources
Teaching and Learning Center
 Classes:
 eCampus I, II, III, IV (Basics,
Creating Tests, GradeCenter,
Communication)
 Echo 360 (Lecture capture)
 SoftChalk (Create learning
activities)
 Respondus (creating and/or
importing test pools)
 Individual Sessions: You set the
agenda, assistance with
Instructional Strategies
 Help creating video or

7. Project Ideas
 Video Introductions Examples
 Glenda Easter Welcome
 Luke Barber Welcome
 Pat Spence Welcome
 Video Tips for Faculty
 Lecture Capture
 Orientation (Start Here)
 Creating test pools or importing tests
 Creating Thought Provoking Discussion Topics
 Creating Effective Assessments
Online
Student

8. Quality Matters Standards
 Course Overview and
Introduction
 Learning Objectives
(Competencies)
 Assessment & Measurement
 Instructional Materials
 Learner Interaction and
Engagement
 Course Technology
 Learner Support
Sample QM Course
 Accessibility

9. Standard 1: Course Overview &
Intro
1.1 – Instructions make clear how to
get started and where to find various
course components.
1.2 – Students are introduced to the
purpose and structure of the course.
1.3 – Etiquette expectations
(netiquette) for online discussions,
email, and other forms of
communication are stated clearly.
1.4 – Course /institutional policies with
which the student is expected to comply
are clearly stated, or a link to policies is
provided.

10. Standard 2: Learning Objectives
(LOs)
2.1 – Course LOs describe outcomes
that are measurable. *Alignment*
2.2 – Module LOs describe outcomes
that are measurable & consistent
w/CLOs. *Alignment*
2.3 – All learning objs are stated clearly
and written from student’s perspective.
2.4 – Instructions to students on how to
meet the learning objectives are
adaquate and stated clearly.
2.5 – The learning objectives are
appropriately designed for the level of
the course.

11. Standard 3: Assessment and
Measurement
3.1 – Types of assessments selected
measure stated LOs & are consistent
with course activities & resources.
*Alignment*
3.2 – Course grading policy is stated
clearly.
3.3 Specific & descriptive criteria are
provided for evaluation of students’
work & participation & are tied to course
grading policy.
3.4 – Assessment instruments selected
are sequenced, varied, & appropriate to
student work being assessed.
3.5 – Students have multiple
opportunities to measure their own
learning progress.

12. Standard 4: Instructional Materials
4.1 – Instructional materials
contribute to achievement of
stated course *Alignment*
4.2 – Purpose of instructional
materials and how materials are to
be used for learning activities are
clearly explained.
4.3 – All resources and materials used
in the course are appropriately cited.
4.4 – The instructional materials are
current.

13. Standard 5: Learner Interaction &
Engagement
5.1 – Learning activities promote
achievement of stated learning objectives.
*Alignment*
5.2 – Students are introduced to purpose
and structure of course.
5.3 – Instructor’s plan for classroom
response time & feedback on
assignments is clearly stated.
5.4 – Requirements for student
interaction are clearly articulated.

14. Standard 6: Course Technology
6.1 – Tools and media support the
course learning objectives. *Alignment*
6.2 – Course tools and media support
student engagement & guide the student
to become an active learner
6.3 – Navigation throughout the online
components of the course is logical,
consistent, and efficient.
6.4 – Students can readily access the
technologies required in the course.

15. Standard 7: Learner Support
7.1 – Course instructions articulate or
link to a clear description of technical
support offered & how to access it.
7.2 – Course instructions articulate or
link to institution’s accessibility
policies and services.
7.3 – Course instructions articulate or
link to an explanation of how
institution’s academic support services
& resources can help students succeed
in course & how students can access
the services.

16. Standard 8: Accessibility
8.1 – Course employs accessible
technologies and provides
guidance on how to obtain
accommodation.
8.2 – Course contains equivalent
alternatives to auditory and visual
content.
8.3 – Course design facilitates
readability & minimizes
distractions.
8.4 – Course design
accommodates the use of
asistive technologies.

17. Quality Matters Rubric Goals
Be able to answer ‘Yes’ to all 3 point
questions
Earn 81+ points overall
Use the Instructor Worksheet to plan
activities and elements of your
course and how they relate to Quality
Matters

18. Peer Review of Online Courses
 When: August –
November
 Who: Peer Reviews
with access to online
class to review
 How: Apply QM rubric
to course and share
where improvements
can be made in course
 Fill out Confidentiality
Form

19. Schedule of Events
 May: Start Development, meet w/Mentor
 July: Call for Peer Reviewers, meet w/Mentor
 Aug - Nov: Peer review of online course and revisions
if needed
 Revisions can go into Spring semester if needed
 Complete payment will be made after successful
completion of peer review

20. How can we help?
 Mentor Meetings
 Summer: May, June, July,
August
 I would like to learn more
about?
 Creating videos: Intro, Short
Lectures, Tutorials
 Using Softchalk to develop
class activities
 Quality Matters
 ?
 How else?
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