Professional Documents
Culture Documents
Table of Contents
02..Welcome Letter from the Provost
23..Our Students
24..Our Stakeholders
[Updated March 24, 2017]
25..References
Our tagline Online. But not alone. summarizes the VIP2TM philosophy
regarding our goal to provide a supportive community in which
First, a warm thank you! We appreciate your willingness to share students actively participate with instructors and their peers.
your content matter expertise for the benefit of Grantham learners.
Our goal is to support you through this endeavor, and so this Course What is VIP2TM? It is our methodology to provide support that is:
Development Manual serves as the required textbook for GU975
VISIBLE.
VIP2TM Online Course Design -- the Blackboard course in which you
IMMEDIATE.
will be completing your work. PROACTIVE.
PERSONAL.
In order to create a Grantham course, you will incorporate knowledge
and theories that go beyond your subject expertise. Therefore, you By supplementing your content knowledge with the Grantham VIP2TM
will be partnered with an expert in learning theory your instructional course design methodology, together we will create a rigorous,
designer (I.D.) who will be your point person throughout the contract transformative learning experience for our students.
period.
Thank you for your work on behalf of our students,
Together with your I.D., you will develop a supportive, interactive
Cheryl Hayek,
online learning experience that challenges students to transform
current mental schema as they gain new knowledge and skills. Our Ed.D.
goal is to help students become self-directed students as they
Interim University President, Provost, and Chief Academic Officer
progress toward graduation and their career paths beyond.
Grantham University
The Carnegie Unit Model suggests that, for every credit hour of a
given course, students must spend a total of 45 hours to complete
the course: 15 hours spent in direct engagement and 30 hours of
preparatory work.
While we may never know how much time each student will actually
spend in preparation or engagement, the Carnegie Unit offers
guidelines for designing our courses. We attempt to quantify rigor
using the Carnegie calculator tool during course design.
Engagement Activities
Preparatory Activities
Carnegie units and time on task are not the only components of reference by creating environments where students gain autonomy in
academic rigor. We must also consider the intellectual challenge of thinking. This is accomplished when students learn from each other,
our courses. and help each other in problem-solving groups.
For this reason, we spend most of our time in the course development
process focusing on how to create discussion prompts and
assignments that address Mezirows four processes of transformative
learning:
Other Considerations or modify such content unless expressly granted those rights
by the copyright holder.
As a SME, we expect you to develop original lectures, discussions If you wish to excerpt a work or quote from it, you should plan
and assignments for the course. In addition, we expect you to to do so sparingly and under advisement from your ID.
incorporate academic textbooks and other high quality resources If you wish to use materials you have published outside of
into the course as a means to support your original materials. In Grantham University or developed for another institution, you
most cases, you are free to add supplemental resources must ensure that you are free to reproduce your work (i.e., you
(PowerPoints, test banks, study guides, etc.) from the publisher of own the necessary intellectual property rights).
the textbook that we will use in the course.
Along with textbooks, we recognize that external resources Before We Begin: Big Questions
publications or videos you may find in library databases or on the
Webcan directly inform or enhance the course curriculum and To help you start thinking about course development, consider how
learning experience for students. In fact, we encourage you to the course design might vary depending on the following factors:
explore the inclusion of such resources as you work with your ID. (Bain, 2004)
Note, however, that Grantham University is a for-profit institution.
As such, the laws governing the manner and extent to which we Where the Course Fits Into the Curriculum
use those external resources can differ from those governing non- Does the course stand on its own, or does it support other
profit educational institutions. In order to stay within the parameters courses?
of fair use at Grantham University, we need to observe the following
guidelines: What skills, abilities, or qualities will it help students develop?
Content Presentation
Content is made available or chunked in manageable tailored to the course materials, and providing streamlined
segments throughout the 8 week course model access to supplementary materials)
Navigation is intuitive, content flows in a logical progression Technologies are used creatively in ways that transcend
Content is presented using a variety of appropriate traditional, teacher-centered instruction
mechanisms or modalities A wide variety of delivery media are incorporated into the
Content is enhanced with visual and auditory elements; course
supplementary resources are available and well-integrated An effort has been made to use low-cost or no-cost materials
with other course materials (integrated publisher resources, e- when available
textbooks, course manuals, etc.)
Communication Strategies
Scaffolding approach is apparent; weekly content taps into the
rich, practical experience of adult leaners lives to bridge There are plentiful opportunities for synchronous and/or
experience with new academic learning asynchronous interaction, as appropriate (student to student,
student to faculty)
Learner Engagement
Asynchronous communication strategies promote critical
It is clear how the instructional strategies will enable students reflection or other higher order thinking aligned with learning
to reach course goals and objectives objectives
Course design includes opportunities for learners to work with Synchronous communication activities benefit from real-time
content in meaningful ways, supporting andragogy (i.e., real- interactions and facilitate VIP2TM communication
world application, immediate relevance)
Development of Learning Communities
Higher order thinking (e.g., analysis, problem solving, or
critical reflection) is expected of learners and explained with Communication activities are designed to help build a sense of
examples or models community among learners
Individualized instruction (differentiated/multiple learning Student-to-student interactions are required as part of the
styles), supplementary activities, or resources for advanced course (peer review, discussion forums, etc.)
learning activities are provided Students are encouraged to initiate communication with the
Discussion forum assignments push students to think critically instructor
while also engaging with one another Collaboration activities reinforce course content and learning
outcomes, while building workplace-useful skills such as
Technology Use
teamwork, cooperation, negotiation, and consensus-building
LMS tools are used to reduce the labor-intensity of learning
Interaction Logistics
(e.g., providing links to needed resources where they will be
used in the course, integrating publisher resources that are
COURSE DEVELOPMENT MANUAL (REVISED 2016) GRANTHAM UNIVERSITY
10
Guidelines explaining required levels of participation (i.e., Assessment activities occur frequently throughout the duration
quantity of interactions) are provided of the course
Expectations regarding the quality of communications (e.g., Multiple types of assessments (3+) are used to allow students
what constitutes a good answer) are clearly defined to demonstrate proficiency through multiple means
A rubric or equivalent grading document is included to explain
how participation will be evaluated
Links allow easy navigation from the course to the information Design factors such as color, text size manipulations, audio
and back and video controls reflect universal accessibility considerations
Links to institutional services such as the library, or writing
Feedback (from students)
center, are clearly labeled and easy to find
Learners have the opportunity to give feedback to the
instructor regarding course design and course content both
during course delivery and after course completion
Feedback mechanisms allow students to participate
anonymously in course evaluation
Technical Accessibility
Course materials use standard formats to ensure accessibility The Course Development
If specific software is required to which some learners may not
have access, alternative file types are provided Process
Large files are identified to help learners consider download
times Initial project meeting
Alternative (smaller) files are provided where appropriate
Videos are streamed whenever possible; graphics are Your ID will set up an initial project meeting to discuss the scope of
optimized for web delivery and display without needing the project, required deliverables, expectations and timelines. With
extensive scrolling every course re-design, the curriculum department gathers feedback
Accommodation for Disabilities from all teaching faculty. This feedback, along with additional
necessary data, will be provided to you by your assigned ID. During
Supportive mechanisms allow learners with disabilities to your initial project meeting, your ID will discuss the data for
participate fully in the online community consideration during the development process.
The design and delivery of content integrate alternative
resources (transcripts, for example) or enable assistive During this meeting you will establish the days/times for your weekly
processes (voice recognition, for example) for those needing meetings.
accommodation
Links to institutional policies, contacts, and procedures for Weekly meetings with ID
supporting learners with disabilities are included and easy to
find
COURSE DEVELOPMENT MANUAL (REVISED 2016) GRANTHAM UNIVERSITY
12
Whether you prefer phone calls, Google Hangouts, Skype or web deliverables as assignments on Blackboard, and your ID will be able
conferencing through Blackboard Collaborate, you and your ID will to provide feedback as you work through the project period.
talk on a weekly basis. Be sure to log into Blackboard GU975 during
these weekly meetings, so you can view and access the same Deadlines for Deliverables
materials that your ID is using.
Please meet your weekly deadlines for deliverables. While you have
eight weeks to complete the agreed-upon deliverables, your ID has
additional deadlines after your project period. We appreciate your
promptness!
Textbook selection
When you start with the objectives and assessments in mind, you can
ensure there will be no fluff in the course. Each task is designed with
a specific purpose in mind that culminates in the students mastery of
the course objectives.
5. Ask a third party (friend or family member) to read through the 2. Expect and encourage a diversity of viewpoints. (i.e. do
instructions and attempt to complete the assignment. not ask a question that has one correct answer)
3. Provide instructions that model how to engage in critical
6. Revise your instructions based on feedback from your third party!
thinking (i.e. presenting an informed argument, referring to
7. Provide an answer key for the other instructors of the course. logical fallacies, citing sources informally to back up
arguments)
4. Teach students how to respond to other students initial posts
A-V Presentations
Its a good practice to offer more than one type of discussion prompt
each week. This does not necessitate more work for the instructors
it necessitates more work (i.e. thinking) by the students.
COURSE DEVELOPMENT MANUAL (REVISED 2016) GRANTHAM UNIVERSITY
18
Deliverables: This narrative now serves as a script for you to record your blog-type
video clip. Be sure to introduce yourself as the guest lecturer, and as
Course Development Template (CDT) for appropriate, provide some of your professional experiences that relate
weeks 1 and 2 to the weekly topic. Ask students how they would solve the problem
you encountered, using what they learn from this weeks content.
Now that you have the course objectives solidly imprinted in your You will complete a Read, Review, Complete to-do list for the week.
mind, and you have aligned both summative and formative
assessment exercises with course objectives, we will examine best You will provide all materials that you wish to include for example,
practices for delivering learning content in an engaging, efficient, and the URL for websites or videos that are online, powerpoint slides, and
effective manner (Merrill, 2008). PDF articles.
First, browse through theGU975 content related to Best Practices.
We want to introduce you to the newest ideas, along with evidence- IMPORTANT NOTE:
based practices, so that you are adequately prepared to create
rigorous, transformative, engaging learning experiences. These content items in Blackboard cannot stand on their own. You
need to provide some kind of thread or glue that holds the content
Some of the latest trends in e-learning include badges, gamification, together for the student. This means you will be writing transitional
universal design, and peer interaction. The modules in GU975 will statements that would typically be made by instructors during class in
provide more information about these topics, along with ideas for grounded classrooms.
incorporating them into your classes.
Specifically, the content you will provide in your CDT consists of what
you see on Blackboard.
You will need to create a name for the week simply the topic for
the week. This will appear on the left sidebar menu on Blackboard.
Deliverables: Deliverables:
CDTs for weeks 3 and 4 Carnegie Table
IRA map
VIP2 rubric
Any necessary revisions
WEEK SIX
The deliverable template for the Carnegie table is a spreadsheet that
automatically calculates Carnegie units upon your data entry. Be sure
Deliverables: to view the module in GU975 that explains how to use this tool.
CDTs for weeks 5 and 6 During this week, we will also run final checks for any revisions made
to the IRA map and the VIP2TM checklist.
WEEK SEVEN
Deliverables:
CDTs for weeks 7 and 8
We are proud of our Grantham University history, which spans more Grantham University is committed to being a globally recognized
than six decades and exemplifies continuous commitment of service innovator in higher education, serving those who serve and serving
to those who serve (i.e. veterans, active duty military members, guard those who strive to make a difference in their professional lives and
members, and military families), as well as public agency staff and community.
students from around the world.
The University offers more than 40 associate, bachelors and masters Our Mission
programs and certificates that position our graduates for success in
their chosen career paths. To provide quality, accessible, affordable, professionally relevant
programs in a continuously changing global society.
While Grantham University courses are 100% online, our
administrative offices are located in Lenexa, Kansas. This is where
your instructional designer is based.
Our Core Values
Education and Service to Those Who Serve. We honor Grantham University Learning Outcomes
those who serve our country and our communities. We are
(ULOs)
dedicated to the provision of affordable and uniquely
accessible programs and support to these deserving students.
While each course contains learning objectives, and each academic
program of study consists of programmatic outcomes, the institution
Excellence and Innovation. We maintain a strong
as a whole embraces five University Learning Outcomes.
commitment to high standards in all aspects of academic
programs, learning outcomes, and student support services.
The Grantham University Learning Outcomes include:
Additionally, we seek to continuously strengthen and improve
the effectiveness of our academic programs and operations by Communication competence in effective written and oral
incorporating creative and effective ways to meet the diverse communication
needs of our student population. Critical Thinking ability to analyze problems, reflectively
process information, and formulate solutions
Student-Centric Success. We place the academic and Respect for Diversity awareness of and appreciation for
personal success of our students at the center of all University varieties of human experiences and social structures
functions, services, activities, and academic programs. We Professional, Ethical, and Social Responsibility
are committed to implementing best practices to facilitate responsibility to the greater societal good and an applied
students development and success from the point of entry to ethical framework in decision making
degree completion. Lifelong Learning definition for and acquisition of a
continuing pursuit of educational needs throughout their
Institutional Integrity. We hold all students, faculty, staff, and professional lives
administrators to the highest standards of integrity, honesty,
and personal responsibility. To provide quality academic By incorporating these university learning outcomes into each
experiences, we are committed to continually assessing and program of study, Grantham ensures that graduates are prepared to
re-evaluating every aspect of our academic model. We succeed in their professional and civic pursuits.
endeavor to build an institutional culture grounded in candor,
transparency, and best professional practices.
Our Students
Grantham University students are, more often than not, adult learners,
and bring with them a wealth of real-life experiences and knowledge
to the online learning environment. While this knowledge and
experience can be an advantage because it naturally provides a
diverse set of ideas and understanding, it also poses unique
challenges to you and the course instructor in that it can be more
difficult to move students beyond their preconceptions and
perceptions about a given topic.
Role of experience: Through their life experiences, adults Building Self-efficacy and Community
have a rich array of mental schema, thus value action-learning
techniques rather than transmittal teaching techniques. Keep in mind that adult learners often feel that they cannot succeed in
college. Thus, your goal is to create metacognitive activities and
Readiness to learn: Adults are ready to learn when they collaborative assignments as significant strategies in teaching
perceive a deficit in their skills or abilities to solve a problem. students how to think about their thinking and how to work
Therefore, problem-based learning techniques are the best interdependently as well as independently.
way to activate the sense of readiness.
Through these critical reflection activities (Mezirow, 19990), and
Orientation to learning: Adults prefer to start with a problem through well-designed collaborations (Brindley et al, 2009), students
and then work towards finding a solution to it, rather than are better able to synthesize course concepts and analyze underlying
receiving knowledge without context. principles within the discipline and subject area more completely a
transformative learning experience (Mezirow, 1997).
The key to productive collaboration begins with clear instructions, Employer Demands: Employer demands for a highly-skilled,
prompts and expectations. Additionally, instructors must know how to knowledgeable, and innovative workforce, include:
mold and model the desired behavior, develop an appropriate task for The ability to work well in teamsespecially with people different
group learning, nurture small group interactions, provide feedback, from yourself
and expedite meaning-making among learners (Brindley et al, 2009; An understanding of science and technology and how these
Stacey, 1998). subjects are used in real-world settings
The ability to write and speak well
Through your design of the discussion forums and other community- The ability to think clearly about complex problems
building activities, our Grantham courses will address the four The ability to analyze a problem to develop workable solutions
assumptions of adult learners, with the anticipated result of enhancing An understanding of the global context in which work is now done
our students abilities to communicate effectively, think critically, The ability to be creative and innovative in solving problems
function in a diverse environment, and enjoy lifelong learning. The ability to apply knowledge and skills in new settings
The ability to understand numbers and statistics
A strong sense of ethics and integrity
Our Stakeholders
(Peter D. Hart Research Associates. (2007). Retrieved from
http://www.aacu.org/leap/students/employers-top-ten)
Countless organizations, individuals, and agencies hold a stake in
our educational outcomes. Thus, our obligation to provide a
rigorous, transformative curriculum drives our design process. Student Expectations: Students expect an affordable, relevant,
Consider these stakeholder expectations: personal, and transformative learning experience that will prepare
them to compete in a global economy.
Political Pressures: State and federal agencies demand greater
accountability for measuring and reporting student mastery of stated Faculty Needs: Faculty needs include opportunities for a viable
learning outcomes. Public outcries regarding the increased cost and work/life balance, professional development, academic freedom, and
decreased accessibility of higher education mean we must administrative support.
demonstrate clearly what we expect students to gain from a Grantham
education, and how our learning experience will help graduates College and University Concerns: The senior administrative team at
become beneficial participants in society. Grantham is concerned with attracting and retaining students,
achieving and maintaining accreditation, keeping costs manageable,
and maintaining the academic rigor and integrity of our courses.
References
Knowles, M. (1973). The Adult Learner: A Neglected Species. Stacey, E. (2009). Collaborative Learning in an online environment.
American Society for Training and Development. Houston, International Journal of EDE, 14(2), 14-33. Retrieved from:
TX: Gulf Publishing Company. Retrieved from the ERIC http://www.ijede.ca/index.php/jde/article/viewArticle/154/379
database: ED 084 368
Sweller, J. (1994). Cognitive load theory, learning difficulty, and
Krathwohl, D. R. (2002) A revision of Blooms taxonomy: An instructional design. Learning and Instruction, 4, 295-312.
overview. Theory into Practice, 41(4). Retrieved Wiggins, G., & McTighe, J. (2001). "What is Backward Design?" in
from: http://www.unco.edu/cetl/sir/stating_outcome/documents Understanding by Design, 1st edition, pp. 7-19. Upper Saddle
/Krathwohl.pdf River, NJ: Merrill Prentice Hall.
Merrill, M. D., (2008). Converting e3-learning to e3-learning: An
alternative instructional design method. In S. Carliner & P.
Shank (Eds.) The E-Learning Handbook: Past Promises,
Present Challenges (pp. 359-400). San Francisco, CA:
Pfeiffer.
Mezirow, J. (1997). Transformative learning: theory to practice. In
New Directions for Adult and Continuing Education, 74, 5-12.
San Francisco, CA: Jossey Bass.
Mezirow, J. (1990). How critical reflection triggers transformative
learning. Fostering critical reflection in adulthood, 1, 20.