317 Your ID Toolbox: Templates for Speedy Online Course Development
3:00 PM - 4:00 PM Wednesday, September 30
Developing an online course can be an overwhelming process. Oftentimes it can be difficult to know where to start and what resources are available. In addition to timelines, tools, and scope, you need to be able to manage the flow of information and the critical relationships with other designers, developers, and subject matter experts (SMEs).
In this session you will be provided a toolbox of guides, forms, and templates that can be used by instructional designers, faculty, and SMEs to aid in the online course development process. You will also learn approaches to making the design, development, and project management of online courses more streamlined, less stressful, and easier to manage through the principles of backward design and by building stronger relationships with SMEs.
In this session, you will learn:
- Tips for productive designer/SME relationships
- How to utilize backward design
- How to monitor and track the progress of your online course design and development
- How to guide faculty members and SMEs in writing effective learning objectives
- How to facilitate a productive initial course planning meeting
Novice and intermediate designers, developers, and project managers.
discussed in this session:
The ID Toolbox in a fully accessible format in Microsoft Office suite and/or Adobe PDF.
University of Wisconsin - Oshkosh
Jennifer Hendryx is an instructional developer at the University of Wisconsin - Oshkosh. She has experience in both K-12 and higher education settings, with extensive experience in instructional design and development for online learning, professional development training, and instructional technology integration. Jennifer holds a BS in career, technical education, and training from the University of Wisconsin–Stout and an MS in career and technical education from the University of Wisconsin–Stout with an emphasis in teaching. Her graduate studies focused on adult education and generational differences in attitudes toward technology in education.