At least one year of experience in supporting online course design and development in an instructional design capacity.

• Develop an effective online course development process outline and schedule
• Identify strategies for planning online faculty development experiences
• Assess the varying faculty needs for online course resources
• Critique resources for inclusion in teaching and learning environments
• Apply learning theories to relevant teaching scenarios
• Identify strategies and resources for staying current with emerging best practices
• Evaluate the OSCQR Self-Serve rubric for course quality reviews
• Apply the OSCQR rubric and review process

A certificate will be awarded upon the successful completion of each course. Completion of all four courses is required to earn an overarching certificate for the Instructional Designer Certificate Program as well as a digital badge of completion via Credly. Courses do not have to be taken in order and/or can be taken as a single professional development activity.

The courses are as follows:

• ID1: Helping Faculty with New Course Development
• ID2: Curating and Evaluating Resources for Faculty
• ID3: Professional Foundations: Collaborating, Researching, and Networking
• ID4: Course Quality Review (OSCQR)

ID1: HELPING FACULTY WITH NEW COURSE DEVELOPMENT

COURSE OVERVIEW

This course is designed to help new online instructional designers be confident in their knowledge and abilities in guiding new faculty through the online course development process. Participants will discuss how to dispel the initial apprehensions for teaching online, strategies for planning online faculty development experiences, creating and managing online course development milestones, and the practice and procedure for implementing a continuous improvement plan.

Learning Objectives:

• Determine the scope of the instructional designer role at your institution
• Identify instructional design challenges
• Generate potential solutions to instructional design challenges
• Analyze the course development process at your institution
• Identify challenge areas in the course development process
• Develop a solution to a course development challenge
• Analyze the faculty development program at your institution
• Propose revisions to improve the effectiveness of your faculty development program
• Describe the relationship between program evaluation and continuous improvement
• Apply Kirkpatrick’s 4 Levels of Evaluation model
• Analyze the effectiveness of a faculty development program evaluation plan

Week 1: Instructional Designers & Your Institution
Week 2: The Course Development Process
Week 3: Faculty Development Strategies
Week 4: Evaluating Impact & Continuous Improvement

ID2: CURATING AND EVALUATING RESOURCES FOR FACULTY

COURSE OVERVIEW

This course is designed to allow participants the opportunity to explore and discuss tailoring resources for online faculty, including tools, strategies and curating techniques. Techniques for helping online faculty integrate resources into their online courses, such as multimedia, open education resources, and social networking tools are also explored.

Learning Objectives:

• Explore social bookmarking for collecting, curating, and sharing resources
• Develop strategies for making resources accessible to faculty
• Create a resource list for use by faculty and instructional designers
• Analyze strategies and methods used to evaluate online resources, OER, and online teaching and learning tools
• Create an evaluation checklist for evaluating new online tools
• Create an evaluation checklist for evaluating online resources and OER
• Apply strategies for effectively organizing online resources
• Evaluate methods for effective resource sharing
• Create a faculty support resource

Week 1: Collecting Resources
Week 2: Evaluating Resources
Week 3: Organizing and Developing Resources
Week 4: Developing and Sharing Resources

ID3: PROFESSIONAL FOUNDATIONS: COLLABORATING, RESEARCHING, AND NETWORKING

COURSE OVERVIEW

Great instructional designers continually improve their professional knowledge and skills through networking, research, and collaboration. In this course, you will assess your knowledge of learning and instructional theories, current learning trends, and instructional designer competencies. You will then engage in research, networking, and collaboration to address your needs.

You will also explore well-established theories of learning and instruction that are meant to foster critical and creative thinking, problem-solving, and metacognition. Our focus will be to evaluate those theories and strategies for use in different courses and contexts and apply those strategies in ways that support deeper learning. This course utilizes several of the instructional methods you will be researching so you can experience them while you learn about them.

Learning Objectives:

• Analyze the connections between learning theories, instructional theories, and instructional design models
• Assess your professional learning needs in the areas of instructional designer competencies and current learning trends
• Determine your learning needs utilizing networking, research, and collaboration
• Compare various instructional designs in terms of their ability to support deeper approaches to learning
• Design instruction that utilizes strategies to promote deeper approaches to learning in various contexts
• Analyze the uses of cognitivist, constructivist, and motivational learning and instructional theories
• Create instructional activities based on cognitivist, constructivist, and motivational learning and instructional theories
• Analyze the impact of participating in communities of practice in a specific instructional design practice
• Evaluate the use of communities of practice as an instructional design choice
• Discuss the strategies, benefits, and challenges for developing a community of practice at your institution

Week 1: Learning & Instructional Theories, Instructional Designer Competencies, & Current Learning Trends
Week 2: Instructional Strategies for Deeper Learning Development
Week 3: Instructional Design Models & Frameworks
Week 4: Networking & Communities of Practice

ID4: COURSE QUALITY REVIEW (OSCQR)

COURSE OVERVIEW

In this course, participants will be introduced to the OLC and Open SUNY Course Quality Review (OSCQR) rubric and process. They will discuss its pedagogical and research foundations, and review its course quality review standards and associated criteria. Participants will complete a formal course review using OSCQR and recommend improvements and institutional implementation strategies, and as a culminating activity will create a customized version of the OSQCR rubric to address the course quality needs at their institution. Upon completion of this course, successful participants will be a qualified OSCQR trainer, enabling them to train faculty at their own institutions.

Learning Objectives:

• Describe the OSCQR process and rubric components
• Analyze the OSCQR rubric criteria
• Apply the OSCQR rubric in an online course quality review
• Evaluate the results of an OSCQR review
• Compare the OSCQR rubric to other widely used course quality rubrics
• Critique the OSCQR rubric criteria for specific use at your institution
• Create a customized version of the OSCQR rubric based on your institutional quality needs
• Articulate the obstacles and implications of implementing OSCQR at your institution

Week 1: Tour of OSCQR
Week 2: Conduct a Course Review with OSCQR
Week 3: Evaluating OSCQR
Week 4: Customizing & Implementing OSCQR

OFFERING DATES

2018 Offering Dates

September 2018 Offering: September 10, 2018 - February 3, 2019
(Registration for full September 2018 cohort certificate is closed; individual course registrations for ID4 are still open)

• ID4: Course Quality Review (OSCQR) - January 7 - February 3, 2019
  
  

2019 Offering Dates

January 2019 Offering: January 28, 2019 - June 30, 2019

• ID1: Helping Faculty with New Course Development - January 28 - February 24, 2019
• ID2: Curating and Evaluating Resources for Faculty - March 11 - April 7, 2019
• ID3: Professional Foundations: Collaborating, Researching and Networking - April 22 - May 19, 2019
• ID4: Course Quality Review (OSCQR) - June 3 - June 30, 2019

March 2019 Offering: March 18, 2019 - August 4, 2019

• ID1: Helping Faculty with New Course Development - March 18 - April 14, 2019
• ID2: Curating and Evaluating Resources for Faculty - April 22 - May 19, 2019
• ID3: Professional Foundations: Collaborating, Researching and Networking - June 3 - June 30, 2019
• ID4: Course Quality Review (OSCQR) - July 8 - August 4, 2019

April 2019 Offering: April 29, 2019 - September 8, 2019

• ID1: Helping Faculty with New Course Development - April 29 - May 26, 2019
• ID2: Curating and Evaluating Resources for Faculty - June 3 - June 30, 2019
• ID3: Professional Foundations: Collaborating, Researching and Networking - July 8 - August 4, 2019
• ID4: Course Quality Review (OSCQR) - August 12 - September 8, 2019

August 2019 Offering: August 5, 2019 - February 2, 2020

• ID1: Helping Faculty with New Course Development - August 5 - September 1, 2019
• ID2: Curating and Evaluating Resources for Faculty - September 9 - October 6, 2019
• ID3: Professional Foundations: Collaborating, Researching and Networking - October 21 - November 17, 2019
• ID4: Course Quality Review (OSCQR) - January 6 - February 2, 2020

September 2019 Offering: September 16, 2019 - March 8, 2020

• ID1: Helping Faculty with New Course Development - September 16 - October 13, 2019
• ID2: Curating and Evaluating Resources for Faculty - October 21 - November 17, 2019
• ID3: Professional Foundations: Collaborating, Researching and Networking - January 6 - February 2, 2020
• ID4: Course Quality Review (OSCQR) - February 10 - March 8, 2020

N/A

There are two payment options for the Instructional Designer Certificate Program:

Option 1: Program Bundle Package
$1,650 for members; $2,000 for non-members
This option is for participants who wish to participate in all 4 courses of the program to complete the Instructional Designer Certificate Program (a $150/$200 discount on pricing over the a la carte option). Note that with this option, participants have 12 months to complete the program (all 4 courses) starting from the time they enroll into the first course.

Option 2: A la carte (Pay as you go)
$450 per course for members; $550 per course for non-members
This option is for participants who may not want to complete the certificate program, but would like to take a single course. If participants decide to complete the full program by paying for each workshop individually, they have twenty-four months from the time that they enroll in their first course to complete the entire program (note that the bundle discount does not apply to this option).

*Please note that workshop passes and coupons do not apply to this program or to individual courses.