Online Course Design

Ali, Fahad, Farraj, Naif,& Yousef

ETT 561X-CAHE 561

Summer, 2016
 Context of the Industry
King Khalid University, in Saudi Arabia, is planning to provide
online courses for its students starting fall 2016. These online courses
will help employees at many different settings and rural people to
continue their studies at their locations and in anytime. King Khalid
University (KKU) is one of the top universities in the western region of
Saudi Arabia. KKU is using state of the art technology that will easily
support the online course in terms of internet connectivity and content
management system.
 Justification
So to justify why our project will help KKU in designing and
developing online courses, because we are proficient in designing online
courses and we have had developed many online courses at different
settings. We are very expert in the field of designing online courses and we
do have the skills, tools, and resources needed to achieve the universitys
goals. Also, we are very passionate to participate in providing a good
module that will serve as guidance when designing an online course for
KKU.
 Why
we selected
the waterfall approach over
the agile approach?
Although both of the approaches are useful, we decided to use waterfall
approach because we found it more straightforward in terms of planning and
designing. From our perspective, we think that this approach can be easily
measured than agile approach. Agile approach may not be appropriate for
our project because ours is still initial project and we may find that our
product is grossly different than what was initially intended.
 Process Map

Initiate Analyze Design Develop Implement Evaluate

Initiate
Identify the Assess Identify Identify time
Identify tools B
problem solution stakeholders management

Identify Identify project Define project Determine Project

B B
estimated cost sponsor scope Resources

Define Define Project

B
Project Risk Budget
Inputs Outputs
Project summary Approved Proposal
Request for proposal Project Charter
Designing
Analogous Projects instruction Model
Analyze
Identify the Identify
Conduct Analyze
skills and general
Instructional stakeholders B
knowledge of Learning
Analysis needs
the learners Preferences

Identify
Analyze course B
B learners
goal
expectation

Identify and
sequence the
Classify the
major steps
B goal
required to
statement
perform the
goal
Analyze

Inputs Outputs

Project Charter Characteristics of a target population

QM checklist Characteristics of the instructional setting
Project proposal A description of the learners entry skills and
prior knowledge of the topic
Attitudes toward the content and potential
delivery system
Prior achievement and ability levels
learning preferences
learners expectation
Design
Define the
Design the Design the
Create the appropriate
guidance for teaching B
course layout tool to design
learners guidance
the course

Design the Design the B

B
course material course activities

Create Design the

B assessment course
criteria assessment
Design

Inputs Outputs
Characteristics of the target Design process approved
population
Designed materials that appropriate for the learning
Characteristics of the instructional activities
setting
Designed Instructions for both learners and
learning preferences instructors
Designed assessment that appropriate for the course
goals
Develop
Develop Develop Develop
Develop B
course course course
course rubric
materials assessment activities

Develop course Develop course

B B
content outline

Develop
B course Inputs Outputs
syllabus
Course technology Implementation
plan
Course requirement Course content
ready to be
implemented
Course resources
Implement

Conduct pilot with sample Revise: add/eliminate/modify

Conduct summative evaluation
target learner group

Inputs Outputs

Course
Implementation implemented
plan successfully

Developed course Necessary changes

content and development
list
Evaluate
Define the Create the
Specify the
Purpose and Data B
Evaluation Collect Data
Scope of the Collection
Design
Evaluation Action Plan

Identify the
instrument Conduct
B used for summative B
summative evaluation plan
evaluation Inputs Outputs
Positive outcomes
Student Negative outcomes
B Analyze data performance (tests
Quality
result, activities
Information
accomplish)
Recommendation
for quality
improvement