Eventually the call comes out: “Time to revise your course!” This is as it should be in the world of online education, as courses can get stale, and it can become easy to teach the same old same old. You want courses that are fresh, that reflect the latest research, that meet and engage your students, that offer stimulating and interesting information. Yet successfully revising a course takes much effort, much time, much knowhow. However, when approached in a methodical step-by-step manner it turns from a task into an enjoyable project.
Follow these steps to developing a solid and respectable revised course:
Associate Instructional Designer, University of Central Florida, 12701 Pegasus Drive, John C. Hitt Library, Rm 108F, Orlando, FL 32816-8030. Telephone: (407) 823-4270.
Associate Instructional Designer, University of Central Florida, 12701 Pegasus Drive, John C. Hitt Library, Rm 108F, Orlando, FL 32816-8030. Telephone: (407) 823-4270.
Ask for Initial Input from a Supervisor or Dean
While we probably have definitive ideas of how we would like to revise a course there may be specific approaches, inclusions, exclusions, and/or changes that must be made that can only be known via interaction with your supervisor or dean (or other individual with a direct say in the curriculum of your course) who will oversee your revision. Be sure to have communication on this, and make sure you save or jot down all points you are told: it is crucial you address each item as you revise the course. (And always ask for clarification on what is unclear—never guess.)
Do a Thorough Check of the Previous Course for Changes
Doing a full revision takes much time and effort, and this equates to not only looking at why changes need be made but also looking at every major and minor component of a course. This would include the course syllabus, assignments, discussion threads, any projects or labs, introductions to the course and the course weeks (or units or modules), texts used, resources available, rubrics, and any other items that are part of a course. Some may not need be touched, while others may seem obvious in a need for change, and there will also be some that may seem initially fine but changes in X course may necessitate a later change in Y course item.
Understand the Student Audience
As you begin to develop your changes keep the audience in mind and, specifically, the needs of your students. Nontraditional students, for example, will need a different approach than if your course addresses freshmen straight out of high school; a lower level course, such as a 100-level, will be structured differently (not so much in layout perhaps, but rather in content and vocabulary) from a 300-level course. Also think of any transitions from a previous course or course level to what follows the course you are revising: you always want these seamless.
Develop and/or Change Course Objectives
The course objectives are the goals of the course, and the current course you are about to change will have several of these. Consider what changes and approaches you intend on making to the course, then look over the current course objectives: Where do they need be changed? Can any be kept intact? Do new ones need be added? Once you have these set keep in mind they are open to change as your new course develops. When the course is complete you may decide one or more course objectives need be tweaked a bit, and that’s okay: you want the course objectives to fully sync with the entire course, and you want the entire course in sync with the course objectives.
Do Research on What is Trending/Current in your Field
It may have been some time since you did research on current trends in how to teach your specific subject or teaching in general. What you don’t want is to develop a course that is stale, that is, it is not keeping up with any new developments in the field or in teaching generally. Do research on the internet, in professional organizations to which you may belong, in conferences (those past usually have a list of presentations given, and you can gain ideas from these). A tip: when you do present the finished course for inspection by your supervisor, dean, et cetera include a piece of research for each major item you have changed; this shows you have been actively looking to create a course that is as current as possible.
Begin with Student Assignments
The student assignments are the major components of any online course, as the rest of the course is built around these or function to support these. Thus, when revising the weekly course content begin with the assignments, and do take your time with these. Note my comments above on course objectives and being current with trends in teaching, as these are nice guidance aides to develop or tweak course assignments into those that are interesting and engaging, while also definitely teaching what you want an assignment to teach. And once finished developing the assignments put them aside for a few days, then come back: that break will allow you to see them as the reader, not the writer, and this can often result in changes (good ones!) to what you first wrote.
Make Tweaks, Additions, Subtractions Built around Assignments
Once assignments have been completed now it’s time to revise the rest of the course; look at this as if you are adding spices and sauces to the main-cooked meal! From the nuances of vocabulary, tone, and length of paragraphs, to content of course and each week’s (or unit’s or module’s) introductions to resources and texts for the course to any other item: each needs be examined carefully. My suggestion is you do them in sets, that is, change any introductions at the same time, any resources at the same time, et cetera. This gives you a better flow of continuity. And, of course, these can always be adjusted once you are finished with the draft of the revision.
Incorporate Technology, Fun, and Interaction
The 21st century equates to technology, and all one needs do is look on the internet for a variety of videos, puzzles, games, fun software, et cetera that can be incorporated into a course. Three guidelines for this: (1) Check with the person overseeing your revision to be sure what you can and cannot use; (2) Be sure whatever you bring in has some connection to the subject you are teaching; (3) Never go overboard with these: they will take away from the teaching and the “interest factor” will begin to wear off. There is much that can be tapped to make a course more interesting and more engaging, but it must be used wisely.
Ask for Input from Others
As much as you might be considered a SME—subject matter expert—in your field so you can revise a course you will always benefit from getting the input of peers who also teach the course. You will find them giving suggestions and insights you either had not considered or that will grow or modify an idea you already held. All you need are two or three others, and simply ask for their suggestions. As you complete various sections of the course share it with them, asking for their eyes. The end result will be a revised course stronger than what you could have done alone.
Check, Double-Check, and Triple-Check before Submitting
Your draft is done, but remember, it is a draft. Now is the time to go over it with that fine-toothed comb to make sure it incorporates all you want it to incorporate, that one week flows nicely into the next, that assignments are scaffolded in a logical order, that the writing foundation (grammar, punctuation, spelling, proofreading) is correct, that all links work, that the course components match the course objectives … and on and on and on. One additional item: have someone read over your entire course: you can never tell what your subjective reads may have overlooked from another’s objective read. Once you feel 100% comfortable with this send it off, congratulate yourself on a job well done, and know how students and faculty will benefit from your efforts!
Consider Feedback you Receive very Carefully—and Never take it Personally
When you receive feedback on the draft of your course revision (from a dean, supervisor, etc.) look over each comment carefully: if you agree make the change, but if you don’t agree be sure to respond with more details as to why you feel the suggested change is not warranted. That second pair of eyes is always crucial, yet you also have solid reasons as to why you made the changes; don’t be afraid to explain these, and always in a nice, positive way, of course. (Also, if it is unclear what some feedback means do ask for clarification— never guess.) By the way: any author should always be open to suggestions and positive criticism from others; it is what make writers better. So, do not take any feedback that includes changes as a personal affront; rather, it is only that second pair of eyes—with perhaps knowledge of a school area you don’t have—wanting to make your efforts better to the point where they can become the new standard course to be taught.
Remember: Take good ol’ spaghetti and meatballs: add porcino mushrooms, heirloom tomatoes, sautéed bell peppers, and hand-shredded mozzarella cheese—ah, the upgrade is fresh, delightful, and satisfying!
