Course Development and Revision
Course development models
- Boutique Model
This is a DIY approach with one-on-one support from the LTC.Instructors drive the design and development and drop in to our centre with a request for educational and/or technical assistance. The benefit of this model lies in flexibility. As demands increase and more resources are needed, instructors may consider another approach such as the Collegial or Project Model. Usually, a formal project has priority to access LTC resources.
- Collegial Model
This DIY approach creates a learning community to support course design and development.A group of instructors (from the same department or different ones) meet at a regular basis during a period of time. These workshops are facilitated by IDCs and other LTC services are brought in on-demand. By working collaboratively, instructors share ideas, jointly develop or share materials, and provide feedback to each other. Driven by the group, the process is flexible and instructors get support not only from LTC but from their colleagues. The partnership goes beyond the workshop.
A course design and development project involves multiple resources in the LTC, usually determined by the project scope and a series of deadlines.Instructors work with an IDC who provides educational consultation and coordinates the team-based development process. In contrast to the two DIY approaches, instead of driving the development, instructors act as a subject matter expert (SME) and focus on producing learning content and activities. The LTC team works closely with instructors to enhance the quality of learning – ensuring curriculum alignment, suggesting instructional strategies, editing, developing interactive learning objects and creating online course sites in D2L.
To establish a project, instructors need to contact their own department first and have their requests included in the operations plan of their school. During the development, instructors need to collaborate with the whole team to hit the milestones and complete the project on time. Refer to the LTC Course Development RACI Chart for information about process, roles and responsibilities. For online course development, we recommend you have most of content ready to start with.
As the course development nears readiness, the project provides familiarization and training to instructors new to teaching online, in preparation for course delivery.
The IDCs help BCIT instructors identify learning outcomes and align the outcomes with content, learning activities, and authentic assessments to ensure design/ content integrity. They also provide suggestions on teaching and learning strategies (including the use of technology), and make sure that technologies are used in a pedagogically sound way, especially in an online learning environment.
Bates, A.W. (2005) Technology, eLearning and Distance Education. London: Routledge