Most of my time is spent creating modules for courses. Courses I design are best described as blended. That is, there is a combination of online learning and traditional face-to-face lectures. Unlike the 'flipped' classroom, our modules often serve as stand alone learning objects which are not tied into classroom activities. You can follow the instructions in the link above to view some examples of modules I have created.
Modules I create are typically created using Articulate Studio, Adobe Captivate, and DreamWeaver. This is done so that editing can be done by anyone with minimal programming skills. Further, export and sharing content with other institutions and colleagues is more universal.
The Emergence of Oncofertility (Past, Present & Future) (MSU / Oncofertility Consortium) - https://www.coursera.org/learn/oncofertility-overview
Sustainable Agriculture - Coming Soon (MSU via Coursera)
Practical Cultural Awareness - Coming Soon (MSU via Coursera)
Interdisciplinarity in Thought & Practice - Coming Soon (MSU via Coursera)
The design process that is employed is aptly considered to be 'backwards design' (See Daugherty, 2006 ). The best analogy I can give for designing this way is to think of a trip you are planning. Often we start with a destination in mind, then pack accordingly for this destination. Rarely do we pack our bags and see where the wind takes us. That might be great for long movies and adventures. But it isn't very efficient for designing learning. If we know the destination, we can make sure we have everything we need for our journey. To help facilitate this approach I have developed a design brief and scorecard to help guide the design, development and future modifications of courses and learning materials.
The rationale for a design brief is to help organize and map the objectives and learning outcomes of a course or learning exercise (i.e. Module, PBL or Case-based activity). Further, it helps to collect information about the tools used, time required for development, and individuals contributing to the project. This helps when modifications are required in future iterations of projects when certain tools were used, but are maybe not available any longer. The brief is not intended to be a burden on the creative process. Look at it as a time saver down the road. A link to a draft version of the design brief is available below:
Who doesn't love an efficient scorecard? Templates can be quite restrictive. Often times templates do interfere with the creative process. The purpose of this scorecard is to evaluate online courses, learning materials and activities for essential elements that we have deemed to be necessary for a good and robust online learning experience.
Using the scorecard, resources can be classified as 'Good', 'Acceptable', or 'Redevelopment' based on a standard that course/curriculum committees have determined. There is a whole formal process for standard setting that can be applied here (See: https://www.nbcrna.com/standard-setting-methods). This can be determined in-house and be used to help standardize learning materials and resources for consistency. A draft of the scorecard I developed with students is found below:
Kimberly K. Daugherty (2006). Backward Course Design: Making the End the Beginning. American Journal of Pharmaceutical Education: Volume 70, Issue 6, Article 135.
The e-learning tools I am comfortable using and proficient in are:
Camtasia Studio (TechSmith)
Adobe Captivate
Articulate Studio
Articulate 360 (including Storyline)
VoiceThread
Coursera
Learning Management Systems used:
Sakai
Moodle
D2L (Brightspace)
Blackboard
Mahara*
Google Classroom
EXAMPLE - Click Here
Note: I have used and explored the use of other tools and resources. These tools have been selected as the commonly reliable tools in my work experience.