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Because the early planning stages of online instruction are crucial, Diane Chapman and Todd Nicolet propose a 'project approach' to course Development: a formal, team-based operation that makes use of consistent standards, trackable processes, standardized tools, and structured communication to facilitate technology initiatives of all sizes. This appears to facilitate scaling and the design and development of online instruction while maintaining the quality and integrity of the courses. Course design and development become more manageable when they are translated into repeatable processes and easy-to-apply tools.

This is very similar to Strategy 6: Apply Project Planning and Management Methods to Course Development in last weeks reading, "Effective Workload Management Strategies for the Online Environment".

This paper describes a team based approach for on-line course development- focusing on team roles in course design using theoretical frameworks to guide development and evaluation. Team roles are identified using the Quality Matters rubric.

Using Fuller's concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. (VIP: Includes PRACTICAL ideas that can be implemented)

Teacher resources and professional development across the curriculum

I found this article to be very helpful in providing a sense that it will be possible to control time use when teaching on line. It gives great tips on how to overcome the feeling that online teaching will be a 24/7 class rather than one that meets TTh 10-11:15 in White Hall 208! I like this one a lot.

faculty development specialists must pay close attention to the aspects of course development that are critical to the success of student learners. The likelihood of success is greatly increased when instructional design is integrated with the course's delivery tool. At ISU such integration is facilitated through the use ofWebCT, the course management system (CMS) supported by the university. Does Emory have such a tool?

Dynamic criteria mapping (DCM) is a way to develop local standards. Teachers work with colleagues and students to build evaluation criteria. This is a link to a succinct definition developed by the Writing Program at UMass-Amherst, where they practice DCM.

Even though this reference seems simple, it is a nice concise outline for developing a grading rubric.

After last week's class and looking at this, I'm sold on at least giving rubrics a shot. I've been kind of reluctant about them up until now.

Smashing Magazine is one of my go-to sources for ideas when it comes to designing or publishing anything on the web. This piece is a very thorough how-to about producing and publishing a podcast. In my courses, I try to teach how to produce media, but also how to publish and circulate that media. I'm considering having students in my graduate composition practicum course develop a podcast related to the subject of each week's class.

This website is designed for practitioners that want to develop online environments to build and sustain new audiences by using facilitation techniques that affect learning in these informal spaces. Below you'll find different tools that we believe can help you successfully facilitate an online environment.

Here are some tips and tools for implementing universal design into online and blended courses.

from the 2005 ASCUE (Association Supporting Computer Users in Education) Conference. I thought this was particularly good with respect to issues of the time demands an online course places on instructors (especially in terms of development and roll-out), as well as on students.

An excellent guide to use when developing a course and wanting to be able to effectively reach a multitude of devices (student-content interaction)

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model lies in its direct applicability for guiding online distance learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

"This research study provides new insight into how teachers use social networking sites, such as Twitter, as professional learning networks." Article was published in The Journal of Online Learning and Teaching (JOLT).

Online teaching redefines the faculty member's schedule. The feeling of being a 24/7 professor can lead to frustration. Managing one's time as an online teacher can be a challenge. As the popularity of online education continues to grow, teaching faculty need to develop effective time management behaviors to be efficient and not just busy.

Thank you for sharing this! I find the tips all very useful. As one example, I am going to give the students a syllabus quiz, for sure. When I took the Zaption quiz Leah prepared during M1, I was a bit surprised by how much information my brain did not retain reading through the course guidelines. The quiz was obviously helpful.

This article discusses using the ADDIE model in developing nursing simulation exercises.