Abstract
The purpose of this presentation is to outline the specific steps for adapting course objectives, lectures, assignments and assessments to meet the requirements of online teaching pedagogy and Quality Matters rubrics. Of particular importance is the utilization of instructional design services as online courses are adapted to meet the standards set by an instructor’s university. Instructors may easily become intimidated by the new methods of online course delivery which have appeared in the years since teaching with technology have been popularized.
Delivery of course content does not have to be diminished as courses are adapted to meet the expectations of growing technologies. Before teaching a blended or fully online course, the instructor must be trained to use the online learning management system, which can cause some degree of frustration even before the instructor addresses the task of adapting the course content for online delivery. Adapting a course to meet the technological expectations of students can be overwhelming and in some cases may impact the depth and substance of academic content. Many instructors with experience teaching in classroom environment have not been educated on strategies for addressing the unique issues that appear when teaching in an online environment. Online teaching presents challenges of retaining an instructor presence, promoting class discussions, preventing cheating on assessments, and encouraging interaction among students etc. On top of these challenges is the necessity for the instructor to understand the standards and review processes set by external quality assurance systems if an instructor is required to certify an online course. Most universities offer resources to assist instructors with addressing these challenges, but figuring out how to most effectively use these resources is yet another obstacle for the instructor. The instructional design services provided by an instructor’s university is a very helpful resource. By working closely with the instructional design team, consisting of instructional designers, multimedia specialists, and instructional technologists, instructors will get through these challenges smoothly.
Objectives
- Instructors will be able to outline the specific steps for adapting an on-campus course to an online course.
- Instructors will be able to identify the process for adapting an online course to meet Quality Matters requirements.
- Instructors will be able to determine the types of instructional design services needed to enhance their online course delivery.
- Instructors will be able to utilize campus specific instructional design support for assistance with adapting an online course to a Quality Matters certified course.
Presenters
Jason Linville, UAB CAS Criminal Justice
Jason teaches forensic science courses, including lab courses, in both an on ground and online format for the Department of Criminal Justice at UAB. With a background education in forensic chemistry and DNA analysis, he often advises students about the differences between crime scene work and laboratory work.
Zhetao Guo, UAB Division of eLearning and Professional Studies
Zhetao is the senior instructional design specialist in the Division of eLearning and Professional Studies at UAB. She provides instructional design support for UAB faculty and staff developing academic and continuing education online courses. She also serves as a facilitator for the Applying the QM Rubric workshop
Martha Earwood, UAB CAS Criminal Justice
Martha teaches on ground and online courses every semester for the Department of Criminal Justice at UAB. She is the internship coordinator and undergraduate program coordinator. She also serves on the University committee for Quality Matters Utilization Implementation Plan.