Course Development

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A goal statement, a list of the content needed in the course, and class analysis in hand, work can begin on a content outline. While many may disagree, I don't think that order is important at this point. Get it down "on paper" first; rearranging can come later.

Once the outline is complete, review existing printed material. For example, let's say you're a trainer in a software development house and your company has sold a package to a client who wants training on the package. Here, you may probably depend heavily on the documentation that was included with the product. Take advantage of the chance to create introductions, conclusions, and summaries that specifically relate the product's manuals to the needs of the client.

For my first course, one of the requirements was that it was to be completely online. One of the advantages of the Web is the ability to link to other documents. I started looking for other UNIX pages on the Web so I could provide links to these pages. Also, I wanted to look them over to get a feel of the writer's style and presentation. My reason for this? I have been a UNIX administrator for several years. I didn't want to talk above the students, nor did I want to risk insulting their intelligence. Topic was also important as I didn't want to provide a link to a page that would lose a beginning UNIX student. Reviewing both printed and electronic text provided me with both the references I needed as well as insight as to how I would develop the course.

Expect to create new Web pages. For example, let's say you find some Web pages and it's clear that these are being used to supplement actual classroom teaching. Your pages, even if they're to be used in a classroom as well, will need to fit the students in your class. Again, don't forget the goal; your pages will need to reflect it.

Now it's time to create! Not unlike writing a research paper, we have our outline, notes, and references. Here, we organize and develop. As you fashion your course, take care to use examples that your students will understand. Since a Web-based classroom will hold students of varied backgrounds and experiences, this will not be easy. I learned this the hard way.

I had already read that perhaps the greatest challenge facing the distance educator is in creating examples that the student can understand. I'll admit that I didn't take much stock in this statement when I began writing the UNIX course. After all, writing UNIX examples is easy: "Type this and you'll see that." At the same time, I knew that no two UNIX installations are alike. UNIX is very flexible and can be customized so I made arrangements with the college to use their UNIX machine. Accounts were made and the students were able to Telnet to college's machine so the students could practice. The college's machine was a Hewlett-Packard running HP-UX 9.01. The client was also using HP-UX 9.01. In creating my examples, I would double-check the outputs by typing all of the commands on the college UNIX system through a Telnet connection. All the bases were covered and examples were a piece of cake. What could go wrong?

Everything.

Immediately after course registration, the client made it known that they no longer wanted to use the college's system due to some security concerns. All of the work was to be done at the client's site. Not only that, I didn't have an account on their systems so I couldn't see what the students were seeing. As a result, a major rewrite of the online text had to be done and it had to be done in such a way so as not to change the course outline or disrupt the flow of the class - which had already begun.

In developing Web-based course materials additional consideration must be made as to which tools you will use to deliver the instruction. Earlier, I mentioned that accounts and Telnet was set up for the students to use. The Web pages were placed on a server that the class had access to and electronic mail was used heavily. In order for the students to use the material, their computers needed a browser to view the pages, e-mail accounts so that they could send and receive mail, and they also needed a Telnet client. Your course may require the use of other tools. For example, if your course relies heavily on sound clips and video, each student must have the software needed to take advantage of these things. You may want each student to be online at a specified time so scheduled discussions can take place. Each student will need conferencing software. In short, whatever tools you use, ensure that each student has the necessary equipment and software to take advantage of them. The student who is missing something will not get the full experience.

While developing instruction of any type, evaluate your content as well as your progress. Look for new ideas while listening for "side remarks" from your students or clients. Expect changes to be made.

Done correctly, Web pages will be able to pass three tests:

• The course material is:
  • well-defined
  • in tune to the targeted audiences
  • in keeping to meet planned outcomes
• The materials are in the most accessible, reliable sequence
• Sentences and diagrams are free from distracting errors and awkward style

Designing is never static. It is an ongoing process in which you experiment, edit, and revise according to the results from evaluations or feedback that you obtain from others. The design process is challenging, but it is also creative, reinforcing, and exhilarating. The final product is something in which you can be extremely proud, but even better, a real benefit for the people you are teaching.

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Last Modified: February, 2005