Services Digital Learning
- Active Learning
- Course Design
- Digital Badges
- Instructional Design
- Open Education Resources
- Teaching with Technology Tips
Instructional Design & Digital Learning (a unit of TTaDA) provides support for the development and delivery of on-ground, online, hybrid and blended courses. We have a variety of service and support options available:
- creating a student-centered Active Learning environment - discuss options and assist in developing student-centered activities in online and on-ground courses.
- incorporating instructional technologies – look at learning outcomes for the students, discuss instructional strategies and identify tools that may help achieve these outcomes.
- consulting, one-on-one meetings to walk through the course design process – meet with an instructional designer who has experience in course design and teaching. Request a consultation
- using research-based methodologies - provide assistance with adding student activities, communication, tools and assessments proven to support student learning and success.
Add something about TTaDA and Goal 3.
Develop an online course
This section includes the steps and resources needed for creating new courses, redesigning existing courses and ensuring the development of high quality courses. When considering the development of a new online course (or converting an on-ground course to online), there are four recommended steps to follow.
Step One: Chair Approval to begin design and development process
Step Two: Meet with an Instructional Designer to begin the design and development process
Use these documents to familiarize yourself with standards and key features of quality online and blended courses.
Used to detail student work, resources, assignments, assessments and class time linked to outcomes.
UND standards for online, hybrid and blended courses
Used to assess the Quality of the course.
Step Three: Build the course & meet with Instructional Designer for a quality review
Step Four: Chair Approval
Step Five: Teach the Course (resources below)
Teach an Online Course
The Center for Instructional & Learning Technologies has four instructional designers available to consult with on teaching concerns and effectiveness as they relate to course design. Contact CILT to request a consultation with an instructional designer.
Development Opportunities for Faculty
- Teaching with Technology annual seminar
- Open Education Resources annual seminar
- Teaching Online Certificate - Workshops, Seminars and Forums
- Office of Extended Learning program market research & proposal support
Other resources specifically related to teaching online include:
Resources to Support Online and Blended Learning
The Center for Teaching & Learning Technologies has compiled a list of resources related to online and blended learning.
- Office of Extended Learning works with UND's colleges and departments to facilitate the delivery of academic programs in a distance formats
- Office of Instructional Development is dedicated to enhancing the quality of teaching and learning at the University of North Dakota.
- Librarians can play a key role in locating resources for your course including articles, books, videos, images and OER materials. Contact librarians at the Chester Fritz Library
- Office of the Registrar
- Accessibility Guidelines: The course design should reflect a commitment to accessibility for all learners. It is the responsibility of the web page author to present information in a way that ensures access by a diverse audience, including individuals with disabilities
- Course technologies should be selected and used to support learners' achievement of course objectives. We recommend using UND Supported Technologies.
- Copyright & Intellectual Property Laws
- The Center for Instructional & Learning Technologies partners with several organizations that are devoted to evidence-based practices implementing instructional technologies in higher education.
More coming soon
Backwards Course Design
We suggest that faculty use the Backwards Course Design model (Wiggins and McTighe, 2005) when designing or redesigning a course, whether that course is a lecture, discussion or lab. In the backward design process faculty structure student learning based upon assessments that are intentionally designed to provide evidence that students have achieved the course goals.
The first step in in backward course design is to clearly articulate the final outcomes of the course. Begin by asking:
- What do I want my students to be able to think and do by the end of this course?
- What do I want my students to know/understand by the end of this course?
The answers to these questions are the course goal(s). Goals can be organized around one or more of these:
- Remember – retrieve knowledge from long-term memory
- Understand – construct meaning by interpreting, classifying, summarizing, inferring and comparing knowledge
- Apply – perform a familiar or unfamiliar task using knowledge
- Analyze – differentiate, organize and attribute knowledge
- Evaluate – judge and critique knowledge
- Create – generate and produce new knowledge
Bloom's Taxonomy provides a list action verbs to help in writing course goals.
To help you with designing your course please use the Course Design Matrix.