Week 1

Soon after I was asked to help train faculty to help set up their pilot courses for the summer, I said "No." I didn't have time and time is what it takes exactly to set up a class and train others on how to do the same. Then I slept on the idea. Gave it more thought, changed my mind, and said yes. Why did I change my mind? I changed my mind because I knew that I had something to offer the learning community that no one else can copy, me. And this is my advice to you as you build out your course. Put yourself into it. By doing so, you ensure that the students have a learning experience instead of an old fashion correspondence course at the mercy of the US Postal Service.

Here is a big picture that we will break down into smaller, managable bites for you and your students.

It may seem strange to start by viewing a completed course, but to build out a course you MUST keep the big picture in mind. What do you want your students to experience when they come to your class, online? Keep the course rigorous but allow the course navigation to be as simple as 1 - 2 - 3 clicks. The course set up should not be the test.

Therefore, your first task is to build out your course frame and develop your theme music. Why do you need theme music? As great as your voice is in person, it needs a little help when coming across a stationary video.

If you have a Mac, here's a little help on developing your theme music for your videos (see the next video). Otherwise, figure out how to get free and clear music on the public domain. Do not add your favorite song from iTunes to your instructional videos. This is a "no-no." Only post content that you create or have permission to use. Otherwise, direct your students to the source.

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As far as videos are concerned, be sure to keep them short and simple. For example, instructional videos, such as those with PowerPoint and you as a talking head, should not last more than 5 minutes. You should use a script so that you can post it as the transcript of the video.

​Remember, if you can see it, then someone else must be able to hear it. And if you can hear it, then someone else must be able to see it. So, you say, "Renée, what are you talking about?" I am talking about ensuring that those who might have vision and hearing impairments can engage with your course without missing out on the details. Yes, you are responsible for providing them with the details. These details include providing descriptions of pictures and transcripts (or closed captioning) with videos.

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There are many, many, many ways to break down your course into smaller, manageable bites (or units). My recommendation is to set up multiple content pages (see first video) or learning modules. Here is a video on how to set up learning modules, and we will discuss how you might want to set up your course when we meet live. But this video is to get your thinking process started on how to break up your class. 

Click here to access the Blackboard Exemplary Course Program Rubric. You will need to use it as a guide to your design, and I will use this rubric to provide you with feedback on your progress. Remember, we must keep the big picture in mind all along the way.