on-line course development

on-line course development
An Intranet Model for On-line Course Development

Developed by Web Graduate... An online authority in web-based training since 1999, and owner of an internation web engineering and development firm.

When we began the Passport Project at Garden Valley Collegiate in 1994, we were confident that the existing staff and resources in public schools could contribute effectively to the development and delivery of distance-education courses. We had studied the Final Report of the Manitoba Task Force on Distance Education and Technology (Oct. 1993) and shared the conviction that "it is critical that distance and face-to-face programming be combined" (11) in a manner that would not degrade the services currently offered.

We have since identified significant advantages that on-line delivery offers to on-site high school students (see Note 1 below) and have also learned how the experience and expertise of distance educators can greatly enrich the studies of local learners. Yet we continue to believe that the on-line / on-site approach offers distance educators a dynamic and cost-effective model for course development, one that can help them achieve the goal of "course completion and success levels" (12) equal to those of the traditional classroom.

We have learned much from what others have shared and, as an expression of gratitude, we share our evolving ideas and vision for on-line course development.

The Intranet Model for On-line Course Development--as we envision it--might work something as follows:

I. Using the school network, an experienced classroom teacher would develop and deliver an on-line version of a particular course. (If a quality client-server software is used, the course can allow a high degree of student interaction--e.g. full-class discussion, small-group work, e-mail exchanges, etc. Similar to the print-based correspondence materials, this approach does not foster listening and speaking skills, but it does much to improve the reading, writing and problem-solving skills of students).

The completed course becomes the Alpha version, and it meets the needs of a particular group of students in a particular place and time (see Note 2 below). The development and delivery of a course at this stage demands much additional time and energy from the on-line teacher. All of the things that are said in a traditional classroom must be written out with clarity and detail. At the end of the course, however, the teacher has not only the instructional material, but also a full record of the student responses.

II Next, the work on the Beta version begins. The classroom teacher / course mediator meets with a curriculum designer and / or others who have expertise in the development and delivery of distance-education courseware. The goals in the development and delivery of the Beta version are:

1) reviewing the successes and challenges of the Alpha version, building on what has worked and improving what has not;

2) establishing guidelines for revision of the course structure and unit materials; and

3) determining ways in which the course material can be differentiated and better meet the needs of the current on-line students and those in alternate audiences who might take the course (e.g. adult students, dial-in students, distance-education students).

The design team might meet --on-line or face-to-face--at intervals during delivery of the Beta version to advise the course instructor / mediator on the revision of the course.

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