Design Document for How to Develop Effective Course Content for Distance Education Learners (EDU 767)

By
Alaba Agbatogun
Purpose of the
Course

To get the participants (Faculty, Instructors, Graduate/Teaching

Assistants) to learn about and develop knowledge and skills in
pedagogy, instructional design, and some technology which will
enhance their professional performance in creating effective course
content for distance education.

Audience
Description

The project is targeted at Faculty, Instructors, and Teaching

Assistants/Graduate Assistants who are experienced and/or new to
course/program content development for distance education.
Primary Audience include Faculty (New hires), instructors (new
hires), course developers, and graduate assistants. The targeted
secondary audience will include curriculum developers, faculty
(experienced, but desires to know more), instructional designers,
teaching assistants, and curriculum/program managers.
The ages of the target audience which comprises of 60% men, 40%
women range between 21 70 years. They are mainly holders of
Masters degree to Doctorate or PhD degree with 1 35 years work
experience. The audience is a multicultural target group.

Major Course
Objectives
(Terminal)

Write course learning goals, instructional and learning objectives and

other course components for the in-class and distance education courses

Create an appropriate list of topics (outline) required for developing an

effective distance education course content in a subject discipline.

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Course Enabling
Objectives

Terminal Objective 1: Write course goals, instructional and learning

objectives and other course components for the in-class and distance
education courses

Differentiate between learning goals, instructional objectives, and

learning objectives

Write course learning goals that define what students should know and
know how to do at the end of a course

Explain the three characteristics of useful learning objectives

Write measurable and achievable learning objectives using appropriate
action verbs

Terminal Objective 2: Create an appropriate list of topics (outline)

required for developing an effective distance education course content in a
subject discipline.

Organize and sequence course topics logically and meaningfully in

such that it will enhance effective course content development.
Develop at least a concept map to plan the flow of distance education
course content in a specific or chosen specialized subject discipline

Create a learner-focused content on a sub-topic and integrate

appropriate media/technology to meet the needs of a variety
learners
Create four instructional approaches and activities that enhance learning
and appropriate for achieving learning objectives

RLO Enabling
Objective

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Identify the major characteristics that differentiate learning goals from

instructional objectives, and learning objectives

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Learning
Assessment for
Course

Participants will be required to develop and submit a portfolio and

write a reflection assignment.

Learning
Assessment for
RLO

Participants will be required to:

Participate in a sort activity that requires them to individually sort
between 3 -7 statements into learning goals, instructional objectives, and
learning objectives.

Answer mastery quiz questions

Instructional
The instruction would be structured for a blended delivery setting
Delivery method for including instructor-led, and access to some course materials/tasks on
Course (overall)
the online learning platform. The blended delivery method is to
ensure that some individuals of the target population who need to see,
ask, clarify and discuss before they could realize the value of the
instruction would have the opportunity to meet with professionals in
the area of instructional development. The online version of the
course will be available to the participants in order to ensure that
faculty, instructors and TAs have access to the information whenever
they may require the instruction for guidance and support.
Instructional
Strategy for RLO

Tutorial, case studies, and drills.

Media

The RLO would use the following media:

Text
Audio: Soft background music (optional)

Graphics: Images, pictures, and illustration.

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Accommodations

The following would be done to design the RLO in such to accommodate a

variety of learners and remove learning barriers for individuals with
disabilities:

Images would be tagged while text in images would be made accessible

(appropriate types, fonts, and sizes).

The use of appropriate/consistent and appealing layout and format

Captions will be provided for tables and downloadable transcripts of the
entire presentation would be available to students.

Course Structure
Description

The course would be divided into 6 main modules that would run
through 8 weeks.

Seat Time of Course The course would run for 8 weeks (24 hours), that is, 3 hours per
week.
Seat Time of RLO

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35 - 50 minutes

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RLO Outline

1. Overview
1.1. Introduction
1.2. Learning Objectives

2. Course Goals
2.1. What are course goals?
2.2. Basic requirements of learning goals
2.3. How to write learning goals

3. Instructional Objectives
3.1. What are instructional objectives?
3.2. Components of instructional objectives
3.3. Differences between course goals and instructional objectives
3.4. How to write instructional objectives

4. Learning Outcomes
4.1. What are learning outcomes?
4.2. Types of learning outcomes
4.3. How to write learning outcomes
4.4. Summary

RLO Flowchart
Adobe Acrobat
Document

(Double click on the pdf icon to open the RLO flowchart)

Screens/Pages in
RLO
Knowledge Checks
or Other
Assessments or
Practices for RLO

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25
1 Dichotomous (T/F)
1 Multiple Select
1 Drag and Drop

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Rollovers/click
events

There would be
1 Rollovers
12 Click Events

RLO Navigation

The RLO will use the following navigation pane/buttons:

Start button
Menu button
Previous/Go back button
Next button
Submit button
Finish/Close button.

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Screen Layouts for

RLO

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Development Tools
for RLO

Articulate Storyline, Audacity, Camtasia, Microsoft Word

Ownership

The Centre for Distance Education in conjunction with the Centre for
Continuing Education will develop the initial course; however Open
Learning and Educational Support Department of the University of
Toronto will maintain the course.

Development Time The timeframe for the development of this training program would be
of entire course and about 35 50 hours.
RLO
Support
requirements for
RLO and course

SMEs, copyright coordinator, technical support services.

Project
Sign-off [optional]

Please sign below indicating agreement with the proposed course plan
and approving start-up of the storyboard and development phases.

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Instructional Designer

Date

Project Manager/Sponsor

Date

6/24/2016