An Online CBE Business Law Class, Engaging and FUN? You bet!

Concurrent Session 1
Streamed Session

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Session Materials

Brief Abstract

A small community college took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive class using OER, in which the students feel the instructor is right there by their side. Sound impossible? Learn about our team approach to accomplish this feat.


I spent my 'first'career in Corporate American holding financial and human resource positions at Morgan Stanley Dean Witter. I was working in New York in the World Trade Center on 9/11. After that, my family and I decided life is just too short! We moved to Tomahawk, Wisconsin where we had vacationed for years. We started our own business, grew it and sold it after ten years. It was then that I started to teach. I feel that my earlier careers had been preparing me for the best career of all....teaching! I have been developing my teaching acumen by working closely with Instructional Design at my College, Nicolet and by trying lots of new ideas to make the best connection with my customers, the students. I hope to share some of these great ideas with you at our presentation.

Extended Abstract

A small, Wisconsin community college, took its online CBE Business Law class and transformed it to a student-centric, engaging, interactive online class with a free textbook, in which the students feel the instructor is right there by their side. And yes, it is an online class!

Learn how we did this by using a team approach to the development and employing design templates, H5P, OER and so much more.

Our team consisted of not just the instructor, but a Manager of Open Educational Learning Strategies, Librarian, Assessment Architect and Marketing Specialist! Now that is bringing subject matter experts to bear to produce an extremely high quality curriculum product! Sound impossible? Let us tell you how we did it!

Projects are kicked-off with a project team meeting by the leader of the team.  At that meeting, the faculty member shares their vision for the course and each team member learns what their role will be in the course development. In this section, we will discuss the importance of relationship building, the trust needed between all team members and why we decided each of these team members needed to be at the table at the start of the project.

We are a small college and high touch with our students is part of our philosophy, so we also needed to bring into online learning, the humanization factor, in tandem with keeping instructional materials low or no cost.  We will look at how the team developed a course to have students feel the instructor was by their side from start to finish of the course. We employed tools such as H5P, video, surveys and more to provide student and instructor connection. We will also discuss the tight alignment of activities to the course competencies using an OER text customized for the course and how we showed students the meta-view of the course and continually emphasized to students why the subject matter was important and relevant.

Relationships are key to this intensely collaborative process and many lessons were learned through the process.  Participants will hear from the instructor and lead of the project what they learned, how their relationship changed and how trust was built during the process.

 Level of participation

Throughout the presentation we will have touch points for participants.  We will develop a Q&A option for questions to be posted and answered between segments and use a polling tool such as Mentimeter to gauge where participants are at throughout.  This is  a virtual presentation, so one presenter will be dedicated as “voice of the chat” to monitoring Q&A and the poll, reporting back at set intervals during the presentation.

Session Goals

Attendees will be able to define the course development process the college has adopted and the approaches we are using for students to feel we are right by their side.