Curriculum Design

When developing curriculum, I understand that there must be alignment between expected learning outcomes, the needs, interests, and abilities of the learners, and the learning activities, learning resources and evaluation.  I am comfortable using established course outlines to plan a course and communicate expectations to learners.  I am also comfortable developing course outlines and writing learning outcomes using established principles of curriculum design, as well as planning instructional activities and evaluation approaches that support the achievement of the learning outcomes.  In addition, I understand the importance of the Essential Employability Skills and I strive to to incorporate teaching and evaluation methods that support the growth of these skills.  I also have experience monitoring and revising courses to ensure that the curriculum is coherent, relevant and current and I am familiar with Durham College's curriculum mapping process and procedures.  I have chosen the below examples which I feel emphasize my competency in this area.

Social Media and Society (GNED 1411)

This is a course outline that I developed for the Social Media and Society course that I am currently teaching online for the School of Interdisciplinary Studies & Employment Services at Durham College.  Prior to submitting this outline to the Dean, it went through several iterations as I wanted to ensure that the outcomes, learning activities, and assessments were all properly aligned.  I asked several colleagues of to review the outline and used their feedback to help refine and modify the outline.  Also, each time I teach the course I make modifications based on student feedback and my own impressions.  I plan on continuing to review the outline each semester to ensure that the content remains relevant and that the learning activities and assessments meet the students' needs.
Durham College Teaching Certificate Program
The following are course outlines that I co-developed for the Durham College Teaching Certificate Program.  The courses are delivered in a hybrid format and I have taught the first two courses (Teaching Methodologies and Curriculum Design and Development) and plan to make revisions to these outlines based on student feedback.  I am currently teaching the Assessment and Evaluation Course and I am working on the development of the DIversity in Teaching and Learning course for the fall.
Diveristy in Teaching and Learning (DITL 1130)
This is a outline that I developed for an online Faculty Cyber Connections Module on Personal Learning Environments.  Faculty Cyber Connections is designed for faculty wishing to advance their teaching practice through online collaboration with other colleagues across the Eastern Region. This module provided an overview of PLEs and a variety of emerging tools and techniques that learners are using to form and cultivate their PLEs. Participants had an opportunity to analyze the research literature, experiment with a variety of tools, and develop a PLE solution to meet their individual learning needs.
This is an outline that I co-devloped for Durham College's Online/Hybrid Course Development Institute which is an eight-week hybrid course that all faculty who are developing online and hybrid courses are required to complete.  Throughout the eight weeks, participants are exposed to aspects of high quality online course development and strategies for success, and apply this information to the development of their own courses.
This is an example of a three-day new full-time faculty orientation session that I developed for Durham College Faculty.  The goal of the session was to acquaint new full-time faculty with our technical environment and provide them with an opportunity to gain hands-on experience with the Colleges learning technology.  In the session, faculty were divided into small teams were they worked collaboratively to complete a series of tasks.  I utilized a discovery method of teaching were faculty were given a problem scenario and a list of resources and they had to work together to come up with a solution.  At the end of the three days all of the faculty gained experience with our technical environment and were prepared to apply the knowledge in their own courses.  In the attachment you will find a copy of the session agenda, outline and two examples of problem scenarios that were provided to the groups.

Essential Employability Skills Series
In an effort to assist faculty in developing and evaluating Essential Employability Skills (EES) both face-to-face and online, I co-developed a series of eight face-to-face training workshops that focused on embedding relevant EES into the curriculum.  Throughout the eight sessions faculty were exposed to a number of strategies that they could incorporate into their own practice to develop and evaluate the EES.  This is an example of our session on Critical Thinking and Problem-Solving Skills.
This last example consists of a training outline and checklist that I created for the Office of the Associate Provost of Teaching and Learning at UOIT to support online faculty using Abobe Connect (a web-conferencing tool) for the first time. For Part 1 - Getting Started with Adobe Connect, faculty meet with me face-to-face and I provide an introduction of Adobe Connect and the various tools available.  They then have a practice activity that they are required to complete on their own with a colleague (preferably another faculty member using Adobe Connect for the first time).  Upon completion of the practice activity, we meet face-to-face again to explore some of the more advanced features of Adobe Connect and to prepare the faculty to host their first session.  Faculty are then required to host one of the weekly Adobe Connect practice sessions that we offer as well as attend one of the sessions as a participant to get both the faculty and student experience.  The checklist acts as a self-assessment tool for the faculty as they are required to master all of these skills if they want to be able to host an effective online session with Adobe Connect.