Every course development project is an integral part of the larger, continuous improvement process that is iterative, reflective, personal, and takes place at curricular and institutional contexts.
- Iterative: to keep the content fresh and relevant, and to reflect the curricular changes driven by the broader ecosystem of stakeholders.
- Reflective: to use lessons learned from previous iterations or the introduction of new pedagogical approaches or educational technologies to inform the upcoming revision.
- Personal: to represent the personal values, academic freedom, and teaching philosophy of the faculty.
Academic Technology team invites the faculty member to take the unique opportunity of developing an online course to reflect on the following questions (Hai-Jew, 2010):
Copyright and Fair Use
Regular and Substantive Interaction (RSI)
Subject matter area
Social and Collaborative learning
Closing the Loop
There are many different models for software/system development process: Waterfall, ADDIE, RAD, Agile, Lean, Spiral, etc. What’s common among them is the Evaluation phase, in which the development team examines the data and compare it against the initial vision to see what’s working as planned and what’s not. The development team then modify the product to fine-tune the performance of the software and ensure quality control.
Academic Technology, upon request, will help facilitate a post-mortem meeting with the faculty, after the developed course has run at least once, with the purpose of tweaking the course design according to the data.
- Hai-Jew, S. (2010, December 15). An Instructional Design Approach to Updating an Online Course Curriculum. EDUCAUSE Review.