Online Course Development and Redevelopment Pilot Program 2019-20
Trent Online is committed to providing financial and design support for instructors undertaking the development or redevelopment of online courses for April 1 2019 to March 30 2020, as part of a one-time pilot program. This one-time development funding project will not continue in future years. On this page, you will find information on the application process, expected timelines, and compensation for course development and redevelopment for this pilot.
Forms must be completed by March 15 2019 for allocations under this pilot program.
Please note that Trent Online will support up to eight course development projects that will be selected by April 30 2019 to begin course design planning and development. Online course design and development is approximately 16 weeks prior to course delivery.
The following steps outline the application process for the 2019-2020 Online Course Development and Redevelopment Pilot:
- Faculty members interested in online course (re)development are to complete the application form (see link below) and submit to their Chair for review and approval.
- Completed application forms are sent by the Chair to the Dean of the decanal unit for review and approval.
- Following Decanal approval, a contract will be signed between the faculty member and Trent Online setting out terms of financial compensation and timelines and expectations (see below), and Trent Online will transfer a stipend amount to the appropriate Dean.
- Faculty member works with Trent Online as per Timelines and Expectations stipulated below.
For this pilot program, the decanal unit will be provided with financial compensation as incentive to complete full course development or redevelopment. Each online course will be allocated $8390.15, toward course development (as an honorarium or as a 0.5 course release in consultation with the appropriate dean). This applies to:
- Course redevelopment (major re-working of existing online course content and pedagogy): If the renewed course content will not be created by the original developer (faculty member), permission of the original developer must be attained prior to any changes to the existing online course content, otherwise original content will not be included in the course redevelopment. The original online course content as intellectual property of the faculty member will be preserved in accordance with Article IX.6.4 of the TUFA collective agreement.
- New online course development: New course development involves full design of a new online course both for content and online pedagogy. The course content as intellectual property will be preserved in accordance with Article IX.6.4 of the TUFA collective agreement.
All instructional design support for the faculty member, will be provided in-kind by Trent Online as part of this pilot project (at an approximate value of $15,000).
Specialized disciplinary software that may be required for any online course design is the responsibility of the home department or Decanal unit. Instructional design technology and base design software will be provided by Trent Online.
The person redeveloping or developing the course (a subject matter expert), will follow the production design process outlined below. The process will require approximately 16 weeks to complete prior to the online course start date. Once the course is approved for the pilot program, the following steps will ensure a high caliber online course:
- Consultation with Senior eLearning Designer: roles and responsibilities outlined, identification of learning outcomes; identification of developer support requirements (level of online pedagogy experience) (week 1)
- Working meeting and course blueprint (weeks 2-4) see Online Course Planning Template
- Module level structure (overall storyline of the course by module)
- Overall learning and assessment strategies and possible resources identified (weeks 5-6)
- Learning outcomes for the course (what will students know and be able to do by the end of the course? And how do these outcomes relate to the overall program outcomes?)
- Types of assessments for the course (early, mid and late in the course)
- Identification of open resources use in the course (freely available materials)
- Mini-lecture video topics and presentation strategies for the course
- Specialized software needs
- Lab simulations required
- Voice Thread or other technology uses required by students
- Support for Indigenous content connections where the faculty member deems this to be appropriate
- Prototype course module development (weeks 7-8)
- Storyboard for the module (word document)
- Actual content
- Images (copyright permissions, URLs, AODA compliance)
- Multimedia content (copyright permissions, URLs, and AODA compliance)
- Learning activities
- Assessments of learning
- Blackboard course build for remaining modules by faculty member with support from Trent Online (weeks 9-14)
- Final upload to Blackboard and cold test of education technology to ensure successful course release (week 15-16)
Please note that course redevelopment and development cannot occur in the same term as online course delivery.
The following categories must be considered when planning your online course:
- What will the be the content focus for this module?
- By the end of the module, what will a student have practiced, mastered or achieved?
Learning Strategies/Learning Events
- What learning events will students actively undertake (either individually or collaboratively) to support progress toward the stated learning objective?
- What teaching methods/strategies/pedagogies will be used?
Teaching Resources and Materials
To help facilitate the learning strategies, what resources (e.g. readings, media resources) will you need to select, develop or adapt?
- What tools (digital or analog) will students use to progress toward achievement of the stated learning objective?
- Are there specialized digital platforms or software that might support student work for this module?
- What assessment and feedback methods will help to inform and improve student progress toward this learning objective?
- What assessment methods will provide evidence that students have met the learning objective?
This Template has been adapted from the eLearning Course Planning and Alignment Chart Worksheet developed by the Centre for Teaching and Learning at Western University.