IDL6543 T-Slice Blueprint
						Getting Started with IDL6543
						by George Bradford, Project Manager
						Sue Bauer, Eileen Narozny, Daniel Seigler, Amy Sugar, and Jessica Vargas
No. (Calc)	No.	Event	Goals	Topics	Objectives	Assessment	Instructional Strategies	Interaction	Time Estimates	Resources	Products - Learner's	Completed	Migration	Scalability
1	1	Unit 1 - Module 1: Online Instruction
2	2
3	3		Set clear expectations and learner outcomes pertaining to IDL6543 and the development of their course.	IDL6543 Orientation - Syllabus, schedule, protocols, course structure	1. Identify the components of IDL6543	1. View material	1. Read course materials for comprehension	Learner to content	0.75	Content management system, IDL6543 syllabus, schedule & protocols			No Problem	Yes - fully
4	4				2. Define course expectations	2. Take IDL redesigned syllabus quiz with feedback about its usefulness as a strategy				Syllabus quiz, CDL unit video				Yes - fully
5	5				3. Define your role in IDL6543									Yes - fully
6	6			Overview of CDL unit, resources, ADDIE Model, and support services	1. Recognize UCF units that support its distributed learning initiative	1. Matching game: items linked to scenarios on services available and contact details from web site	1. Watching videos for CDL unit structure and online support information	Learner to content	1.25	Letter from Joel Hartman and Provost, Kogneato game, Prezi presentation, unit Bios, ADDIE model			No Problem	Yes - fully
7	7				2. Establish a profile within the Ning community of interest	2. Post in discussion group following a leading question on trends influencing online programs	2. Join a Ning community of interest	Learner to systems		Ning account needed				Limited - requires ID reviewing posts
8	8				3. Identify trends influencing online programs					Articles or case studies
9	9				4. Locate UCF support service information					Web sites
10	10			Participant/Course Info	1. Complete the online Participant and Course information survey	1. Submit Limesurvey	1. Gather feedback from an online survey	Learner to systems	1	Survey instrument			No Problem
11	11
12	12	Bridge:
13	13
14	14		Summary of Unit	1. IDL Orientation			Read summary	Learner to content	0.25					Yes - fully
15	15			2. Finding resources
16	16			3. Webcourses tools
17	17		What’s coming next	1. Consultation 1			Read what's next	Learner to content						Yes - fully
18	18			2. Begin developing course map
19	19			3. Explore resources for developing content materials
20	20		Leveraging what you learned	1. Participation and course information is used to develop course map			Read what you have learned that you will apply in the next section	Learner to content						Yes - fully
21	21			2. Begin considering which Webcourses tools might be used to support course map
22	22								TOTAL
23	23								3.25
24	24
25	25	Unit 1 - Module 2: Consultation
26	26
27	27		Provide the scope for the overall course design and begin to build a relationship with the participant.	Participant and Course Information Survey	1. Review the information provided by the participant	1. Informal assessments reviewing participant and course information survey, and course map creation	1. Discussion based interaction	Learner to instructor	0.5	Consultation room	Skin/Banner Submitted by ID			No - One on one interaction
28	28			Systematic Approach	1. Explain the value of using a systematic approach when designing their online course				0.25	Survey tool, articles, case studies, course map models, course map guideline				No - One on one interaction
29	29			Course Mapping Concepts	1. Explain course mapping concepts	1. The assessment carries into further weeks where they will design their course with those concerns in mind		Learner to instructor (Learner to content)	0.75		Course Map prototype		Terminology	No - One on one interaction
30	30				2. Model course mapping concepts using a systematic approach								Terminology	No - One on one interaction
31	31				3. Build a prototype course map									No - One on one interaction
32	32				a. Provide IDL Jump drive
33	33				1. Ability to store IDL resources, information and indexed jump page					Jump drives			No problem
34	34				2. Ability to record the documents they will need to work on								No problem
35	35			F2F vs Online Commitment and Effort	1. Explain the challenges of learning a new delivery mode	1. The assessment carries into further weeks where they will design their course with those concerns in mind		Learner to instructor	0.5					No - One on one interaction
36	36				2. Explain the adjustment in the development cycle.									No - One on one interaction
37	37			Content Creation	1. Consider original content creation vs leveraging other resources	1. The assessment carries into further weeks where they will design their course with those concerns in mind		Learner to instructor	0.5		ePack if applicable			No - One on one interaction
38	38				2. ePacks	2. Content creation:								No - One on one interaction
39	39				a. Explain the concept of an ePack	a. Select skin and consult on banner				Reach skin and banner search web site			ePacks will be Course Carttridges
40	40				b. Explain the pros and cons of incorporating an ePack into an online course	b. Determine how content will be collected – assess them by ensuring module content submission is completed by date designated in overall plan
41	41				c. Explore ePack options specific to the participants course	c. Determine whether ePacks will be used				Blackboard ePack/course cartridge web site
42	42
43	43	Bridge:
44	44
45	45		Summary of Unit	1. Finished the participant survey			Review and summarize discussion	Learner to instructor	0.5					No - One on one interaction
46	46			2. Reviewed the value of a systemized approach to designing instruction
47	47			3. Reviewed the value of a systemized approach to designing instruction
48	48			4. Built a prototype of your course map
49	49			5. Discussed the challenge with designing for online versus for f2f
50	50			6. Discussed and possibly explored ePacks for your course needs
51	51		What’s coming next	1. In a live seminar, listen to and consider the perspectives from faculty with online experience			Review using a checklist of what's next	Learner to instructor						No - One on one interaction
52	52			2. Define your teaching style
53	53			3. Outline design strategies that leverage experienced faculty perspectives and your teaching style
54	54		Leveraging what you learned	1. Plan to adjust how you develop courses for online delivery using a systematic approach			Summarize how skills will be leveraged next section	Learner to instructor						No - One on one interaction
55	55			2. Use your prototype course map for designing your outline
56	56			3. Consider the use of ePacks					TOTAL
57	57								3
58	58
59	59	Unit 1 - Module 3: Face-to-Face Seminar
60	60
61	61		Consider experienced view Points	Consider Experienced View Points			Guided presentations of experienced view points						Presentations need to reflect the changes in a migrated course	No - large room occupancy limitation
62	62			Navigate a course activity	1. Volunteer (faculty) leads a tour of a well designed course as a student.	1. Participate as a group to explore the features of a well designed course.	1. Exploration and reflective discussion	Learner to learner (learner to systems)	1	ID facilitator required
63	63				2. Discuss as a group what is good about the design.
64	64			Web Vets	3. Discuss and model best practices in selected topics with teaching and learning online (based on collected information pre-IDL)	2. Participate in Q&A of Web Vets discuss course environment	2. Guided presentations of experienced view points	Learner to learner (learner to systems)	1.5	Web Vets required				No - large room occupancy
65	65			Course Environment - Large Class	a. Sample: Describe and determine the context of the large class		3. Web Vet seminar presentations: Selection process for Web Vets should include the broad definition of a “Web Vet” – this includes faculty who have online delivery experience, as well as students who also have online course experience
66	66						4. Group recap discussion – How can we apply what was presented in the design of your online class
67	67						5. Post notes into online form – in Ning Interest Group area
68	68						<Break>
69	69			RITE Online Statistics	4. State UCF student satisfaction statistics with fully online vs. mixed mode courses	3. Consider the validity and utility of the RITE Online Statistics	6. Presentations – RITE	Learner to other (Learner to environment)	1	RITE representive required	Prioritized strategies		No Problem	No - large room occupancy
70	70				5. State UCF student satisfaction statistics by generation in fully online vs. mixed mode courses
71	71				6. State the decision rule for the probability of receiving an overall rating of excellence in an online course			Learner to other (Learner to environment)
72	72				7. Consider partnering with RITE for research on the effectiveness of your online course design			Learner to learner (learner to systems)			RITE research options
73	73			Administrators Introduction	8. Listen to institutional perspective of online learning at UCF	4. Administrator introduction – no assessment	7. Presentations – Joel	Learner to learner	0.25					Yes - fully
74	74						8. <Break – Lunch?>
75	75		Define teaching style	Define Teaching Style	1. Define, discuss and establish an online persona	1. Creation of course structure developed in later unit	1. Small group discussion	Learner to learner	2.5	Articles or case studies - online persona, teaching philosophy, interaction	Instructor Introduction		No Problem	No - small group room occupancy limitation and number of IDs facilitating
76	76			Online Persona	2. Discuss, discover and articulate a personal teaching philosophy	2. Have an opportunity to participate in discussion of Teacher focus and learner focus	2. Video of Bill presenting and discussing – online persona	Learner to content		Video of Bill				Yes - fully
77	77			Teaching Philosophy	3. Describe and discuss teacher centered vs learner centered delivery styles		3. Discussion: How can we apply (what was presented) to the design of your online class	Learner to learner						No - small group room occupancy & IDs
78	78			Teacher Focus vs Learner Focus	4. Determine appropriate style for online delivery		4. Discussion: How can we apply (what was presented) to the design of your online class	Learner to learner						No - small group room occupancy & IDs
79	79			Communication in Online Courses	5. Decide on a communication strategy for online course delivery		5. Individuals fill in a form to record their teaching style notes	Learner to content		Form - to record teaching style				No - small group room occupancy & IDs
80	80						6. <Break>
81	81		Outline strategies for design	Outline Strategies for Design	1. Discuss challenges associated with online delivery, such as technical, communication, student (engagement, online environment competency), time (management, zones), cheating, lectures online, handouts, etc.	1. Consider online strategies for their needs with assessment occurring in later weeks with development of course structure	1. Small group discussion <reconvenes>	Learner to learner	1.5	Articles or case studies - online strategies for design, online teaching challenges, communication in online courses			Problem area	No - small group room occupancy & IDs
82	82				2. Outline preliminary strategies to mitigate course specific challenges		2. Reflect on teaching style notes – any considerations or changes after thinking about this through lunch?	Learner to learner						No - small group room occupancy & IDs
83	83				3. Develop awareness of communication options in online course designs and student data restrictions (FERPA compliance)		3. Discussion on challenges associated with online delivery	Learner to learner						No - small group room occupancy & IDs
84	84			Online Teaching Challenges	4. Identify the pros and cons of different strategies		a. Technical, communication, student (engagement, online environment competency), time (management, zones), cheating, lectures online, handouts	Learner to learner
85	85						b. Strategies used by Web Vets	Learner to learner			Select communication tools/strategy
86	86			Course Map	5. Edit their course map to fit their course needs		4. Individuals continue filling in form on strategies that work for them	Learner to systems			Course Map			No - small group room occupancy & IDs
87	87						5. Group synthesizes their notes into core styles and strategies and then post notes into online form – in Ning Interest Group area	Learner to learner						No - small group room occupancy & IDs
88	88						6. Main group reconvene – Highlights presentation (ie summaries) & QA	Learner to learner						No - large room occupancy
89	89
90	90	Bridge:
91	91
92	92		Summary of Unit	1. Identified strategic elements that lead to student satisfaction			Use designed course map to facilitate discussion	Learner to instructor	0.25					No - large room occupancy limitation
93	93			2. Discussed best practices (on selected topics) that can be leveraged for your design
94	94			3. Determined an instructional style for online delivery that approximates your preferred teaching style
95	95			4. Identified a communication strategy for online course delivery
96	96			5. Drafted a course map to fit your course needs
97	97		What’s coming next	1. Technical lab to develop skills for working with Webcourses			Brief online show 'n tell (or use PPT slide graphic depicting different technical steps to be covered)	Learner to instructor						No - large room occupancy
98	98			2. Develop an awareness for and the skill to “chunk” information for online consumption
99	99			3. Prepare a syllabus, protocols, and instructor introduction that meet requirements for conversion into HTML
100	100			4. Convert documents into HTML
101	101			5. Develop a file directory structure
102	102		Leveraging what you learned	1. Use your course map to develop a file directory structure			Add to graphic how what they have learned and completed is used in the lab	Learner to instructor						No - large room occupancy
103	103			2. Use your course map to develop a file directory structure					TOTAL
104	104			3. Integrate appropriate best practices into your course design					8
105	105
106	106	Unit 1 - Module 4: Online Lab
107	107
108	108		Identify the steps for creating and organizing online content	Online Lab	1. Identify the requirements for creating documents to be coded	1. Creation of instructor intro, syllabus, schedule, and protocols	1. Tell Me, Show Me, Let Me – design approach of technical lab	Learner to content	1.5	Webcourses	instructor intro, syllabus, schedule, and protocols		Problem area- it can all change	Yes - fully
109	109			Create Instructor Introduction	2. Explain the concept of “document chunking”		2. Use documents faculty will use in their courses for lab exercises (Instructor Introduction, Syllabus, and Protocols)	Learner to content
110	110			Create Syllabus, Schedule, & Protocols	3. Review university endorsed designs for course syllabus and protocols 4. Review sample of syllabus quiz					UCF endorsed designs for syllabus and protocol
111	111			Document Submission	1. Review university endorsed designs for course syllabus and protocols	1. Apply document submission to instructor intro and syllabus	1. Tell Me, Show Me, Let Me	Learner to content		Examples - of formatted Word documents	Upload into their course the instructor intro, syllabus, schedule, and protocols		Problem area- it can all change	Yes - fully
112	112			Submission Guidelines			2. Use faculty's documents		0.25	Teach.ucf.edu
113	113			Accessibility					0.25
114	114			Formatting					0.25
115	115
116	116			Webcourses Tools	1. Complete a virtual tour (orientation) of Webcourse Tools	1. Complete a task modeled in the virtual tour (orientation)	1. View interactive? Presentation (Prezi)	Learner to systems	0.5	Virtual tour	Select Webcourses@UCF tools		Tools - terminology will change	Yes - fully
117	117			Establish familiarity with Webcourses Tools	2. Identify available Webcourses tools	a. Not showing how to turn tools on—just orientation (what are the tools)	a. To learn about the webcourses tools available							Could be fully scalable
118	118				3. Describe the purposes and uses of Webcourses tools	b. Discuss with Francisca's team about feasibility of creating multimedia simulation (prototype development time – 1 month) or Prezi	b. Can be used as a model in online instruction
119	119				4. Describe the purpose of items in the standard course set-up									Yes - fully
120	120
121	121			Course Organization		1. Convert documents, create a directory structure, upload converted documents, and link to course layout	1. Tell Me, Show Me, Let Me	Learner to content		Trident - CP Lab Materials			Problem area- it can all change	Yes - fully
122	122			Zapt	1. Use Zapt 1.0, an HTML document conversion tool	1. Use ZAPT to convert documents	2. Use faculty's documents	Learner to system	0.5	Zapt
123	123				2. Create an HTML Syllabus, protocols, and instructor introduction using Zapt 1.0
124	124				3. Explain the benefits of creating a file structure in Webcourses@UCF
125	125			File Structure	1. Develop a file structure to match online course layout	1. Create a directory structure		Learner to system	0.5
126	126			Layout	1. Set layout for course learning modules	1. Upload files into directory structure		Learner to system	0.5	Webcourses	Create Course File structure
127	127			Upload and link files	1. Upload converted files into development section and link files for student access	1. Upload files into directory structure		Learner to system	0.5
128	128
129	129	Bridge:
130	130
131	131		Summary of Unit	1. Learning and applying requirements for documents to be coded			Screencast that summarizes what they completed	Learner to content	0.25					Yes - fully
132	132			2. Use Zapt to convert documents to HTML
133	133			3. Considering and selecting a file structure in Webcourses
134	134		What’s coming next				Screencast that shows and talks about what's next	Learner to content						Yes - fully
135	135
136	136
137	137		Leveraging what you learned				Screencast that speaks to (and shows?) how they will need to leverage what they learned)	Learner to content	TOTAL					Yes - fully
138	138								4.5
139	139