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We have an opportunity in course design, to bring all of the stake-holders to the table. Course design should not just be up to a dept. or a single teacher. Course development can be an opportunity to bring in a librarian, someone from student advising, disabled student services and programs, and developmental education. A course design process can show an instructor how to connect their classroom with other students, instructors, and experts in the field. It can be an opportunity to connect students with professional networks as well as other colleges and schools.  What I have been finding is that when you bring everyone to the table to talk about a course, you can discover many different ways to connect your course to the community than you would have ever thought of yourself.

"Design is not just what it looks like and feels like. Design is how it works"

There are several widely-accepted rubrics (Quality Matters, the ION one in Illinois, etc.), but in my opinion, they focus on course design, not on teaching the course. When I was at Black Hawk College, we created a Best Practices for Exemplary Online Teaching set of standards based on the Chickering and Gamson's "7 Principles of Good Practice for Undergraduate Education" meta-analysis. Individual best practices for online teaching were pulled from the literature and listed as possibilities under each of the 7 principles, and an 8th was added with some of the course design elements not already mentioned in the first 7. In other words, we created a local document that could assist faculty in doing self-assessment, peer evaluations of each other's courses, and potentially institutional review of online courses. However, our instrument was not used for institutional assessment because it was not approved as part of the faculty [union] contract. It is important for a document like this to be shared with the faculty ahead of time so that they know how their courses are going to be evaluated. I also think it is helpful to have several people evaluate various aspects of online courses, such as someone who is an expert in online education who can evaluate the learning experiences and course design elements of the course, someone from the faculty member's department who can evaluate the quality and accuracy of the course content, as well as the administrator whose job it is to evaluate teaching. If the institution uses a type of rubric or assessment document when evaluating face-to-face teaching, it needs to be vetted by online experts to determine if it emphasizes appropriate, comparable variables in the online environment. For example, if activities to promote student engagement is on that form...what does that look like online? Not all administrators or faculty who have not taught online would know what to look for as indicators of student engagement.

"Let's say we're designing a course that will help widget sales people overcome buyers' objections. The objection we're focusing on right now is this one: "I've read that your widget creates a lot of heat." We have a specific way we'd like our sales people to respond to that objection. Some people in our audience are familiar with the concerns about heat, while new people might not know as much. How do you think most training designers would approach this? I think they'd do it like this."

"The important point here is that investment in new or adapted physical classroom space should be driven by decisions to change pedagogy/teaching methods. This will mean bringing together academics, IT support staff, instructional designers and staff from facilities, as well as architects and furniture suppliers. Second, I strongly believe in the statement that we shape our environments, and our environments shape us. Providing instructors with a flexible, well-designed learning environment is likely to encourage major changes in their teaching; stuffing them into rectangular boxes with rows of desks will do the opposite."

Charts and graphs have found their way into news, presentations, and comics with users from art to design to statistics. The design principles for these data graphics will vary depending on what you're using it for. Making something for a presentation? You'll want to keep it extremely simple and avoid using a lot of text. Designing a graphic for a newspaper? You'll have to deal with size constraints and try to explain the important parts of your graphic.

Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

The Online Faculty Competency Certification program is intended for future and existing online teachers. The program is designed to help faculty members become proficient in the use of Blackboard and to become effective facilitators in the online environment.

45 senior graphic design students at Keene State College are striving to promote their senior graphic design portfolio review.

Designing a Blended course: Here is a three-step process: Establish clear learning goals for the topic. Design activities to help students meet the learning goals. Sort the activities into two categories: online and face-to-face. Very short article that might be useful in CELT's blended classes.

5+ modules on course design for faulty developed by ISU's Center for Teaching, Learning, and Technology

"Know your users: Faculty are not trained in usability and design. They don't 'see' the benefits of simple design. #necanvas13"

explore the design and evaluation of digital media assignments. Using basic technology tools to chart story lines and to design media projects, participants will explore the use of media as an argumentative tool. In doing so, participants will explore the different processes and stages involved in the development of media assignments. This workshop will explore the ways in which we can clearly articulate goals and criteria with our students and with a thorough knowledge of content driven media projects. Participants will leave the workshop with evaluation criteria that is useful not only for evaluating student projects but that may also be used to critique existing media productions.

The instructional design staff supporting faculty developing online courses historically focused primarily on faculty receiving a course release for one semester for which their department was compensated under an award from the Provost's office. The goal was to complete development within this one semester. Unfortunately, that was a rare occurrence. As a result, many course development projects lingered, funds were encumbered, and online courses were taught without being completely developed and reviewed for quality assurance. In the Spring of 2013, the approach changed. we invited faculty receiving awards to join a community focusing on the practice of developing high-quality online courses. We adopted a cohort approach to project-based professional development in the form of an online course.

The developing themes have influenced the design and strategy of media production at SCE, including: Strategizing videos to tie directly to course assignments and/or assessment Advising faculty members to use conversational language in production; also encouraging them to use humor and draw on past experiences Adding audio/visual elements to the video that supplement the content; the videos should not convey information that students could just read as text Producing high-quality videos (despite mixed findings related to production values, elements such as professional sound, lighting, and graphics are considered important when creating high-quality media) Keeping the four-minute view time as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments

Scrapbooking, Greetings, Slideshows and More Smilebox is a photo service that lets you quickly turn life's moments into digital creations you can share with others or save for yourself.  Choose from hundreds of ecard, scrapbooking, and slideshow designs for every occasion. New designs are released every week. Personalize and share your Smilebox creation for free, or select premium options for print, DVD burning, expanded music choices, and no advertisements.

Here are 10 tips for designing better infographics (click the image examples to go to their original sites):1) Be Concise: 

This course provides a thorough introduction to the emerging field of Information Visualization. The goal of Information Visualization is to use human perceptual capabilities to gain insights into large and abstract data sets that are difficult to extract using standard query languages. Specific abstract data sets that will be studied are: symbolic, tabular, networked, hierarchical, or textual information. The course objectives are:  *  Provide a sound foundation in human visual perception and how it relates to creating effective information visualizations.  *  Understand the key design principles for creating information visualizations.  *  Study the major existing techniques and systems in information visualization.  *  Evaluate information visualizations tools.  *  Design new, innovative visualizations.

Teaching in the Disciplines is a new resource that is designed to complement the general and cross-disciplinary resources in the rest of the Online Instructional Resources website. Teaching to the Competencies is also a new resource that is designed to support MSU's Liberal Learning Goals and Outcomes as well as provide additional resources focused on competency-based education.

complete course in course design in canvas, I believe. from U of Utah