The Course Development and Revision Process Guide provides information to course writers who are developing, or instructors who are teaching, fully online or blended courses for the Faculty of Education (supported by Professional Development & Community Engagement).
The goal of the course development team is to create dynamic learning environments that are responsive to student needs. Courses can be offered in various flexible delivery models that use a blend of instructional methods to bring Faculty of Education (FoE) programs and courses to students. Generally they are part of two major categories:
- Fully online: This model gives students the greatest freedom to choose when, where, and how they wish to study. Learning can take place wherever students have Internet access via a computer or a mobile device. There are often weekly scheduled learning activities or assignments in which the students may complete individually or in groups. Online courses require a significant amount of reading, writing, reflection, and completion of activities and assignments. It is important to keep in mind that learning at a distance requires self-discipline, persistence, time management and organizational skills.
The fully online course is delivered via the Learning Management System (LMS). UBC currently uses the Blackboard Learning Management System and has branded it as Connect. Connect offers a variety of tools:-
- Communication tools such as discussion forum, blog, wiki, and real-time web conference.
- Instructional tools such as embedded videos, online library reserves, quiz and assignment submission, and learning journals.
- Administration tools such as grade-book, announcement, and group sign-up.
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- Blended (also called mixed-mode or hybrid): This model uses a combination of online and classroom space. Every UBC credit course now automatically has a space on the LMS, which means teaching and learning can be extended beyond the scheduled classroom hours by utilizing some of the online tools mentioned above.
Additional information:
Please check the list of online courses or cohort programs supported by and offered through the PDCE office.
Learning Management System (LMS)The current Learning Management System (LMS) used in UBC is Blackboard, branded as Connect.
All LMS courses are password protected by Campus Wide Login (CWL) and can be accessed through the Learning Technology Hub. This portal contains information and resources instructors and is a good place to start if you wish to find out more about the LMS. These resources may help you envision what your course will look like and give you ideas about incorporating various tools into your course.
Connect Toolkit
- Overview of the course tools commonly used in Connect is available to student in every Connect shell under “Student Resources”.
- Supported Learning Technologies
Additional information:
New instructors are strongly encouraged to attend a Learning Technologies orientation. Sessions are available once per term and are listed on the ETS events calendar. To request one-on-one training, please send an email to ets.educ@ubc.ca.
Process and ScheduleDeveloping a high-quality online course requires collaboration between the course writer, instructional design team, media specialists, the library, and the Copyright Office.
The process usually begins with a proposal from the Department (with an approval of the Department Head) to the Assistant Dean, Dr. Mark Edwards (PDCE) and the Senior Manager, Dr. Natasha Boskic (ETS). After the confirmation that this course aligns with the strategic priorities of the Faculty of Education and the review of the proposed budget, the proposal is then forwarded to the ETS unit. Please see the complete process map for online course revision approval (535k, .PDF).
Course revision budget template (17k, .xlsx)
Course revision proposal form
After the required approvals, the next step is to schedule a meeting between the following group of people:
- The course writer. The writer is often, but not always, also the course
instructor; - Senior Manager, Educational Technology Support (ETS), who manages and coordinates the course development process;
- Instructional Designer and Media Specialist (ETS), who provides instructional support, including the development of rich media;
- Learning Technology Specialist (ETS), who works on course development and the best tool selection and application.
Other participants in the meeting may include:
- An Academic Reviewer (assigned by the Department), or a Program Coordinator
- Any other person important to the project development
People working behind the scenes are:
- Senior Digital Media Developer: building the course in LMS and troubleshooting technical problems;
- Copyright Office: clearing the copyright of material used in the course, such as published illustrations and videos;
- Education Library: troubleshooting issues related to online readings in the Library Course Reserve. (604-822-0996);
- Senior Program Assistants, Professional Development and Community Engagement (PDCE): providing administrative support to instructors and students;
- A number of students, assistants or experts: assisting with the graphic design, audio and video material production, etc.
The course development process spans 8 months. The completion of each task by the deadline is important to ensure that the next stage of the development process can begin on time. The following tables show the approximate breakdown of the 8-month schedule. Please note that extensive media production or copyright clearance will require additional time.
Standard schedule
| Phase | Plan Signed | Phase 1:Outline and Modules 1 – 4 | Phase 2:Modules 5 – 9 | Phase 3:Modules 10 – 13 | Course is ready on-line for Academic Review | Academic Review | Suggestions from the review are incorporated into course | Final version is available online | Course is opened to students |
| Completion due date | Week 0 Term 1 |
Week 9 | Week 13 | Week 18 Term 2 |
Week 22 | Week 26 | Week 28 | Week 30 | Week 35 Term 3 |
| Orientation to teaching online | |||||||||
| Course content development, including media development, such as annotated PowerPoint, illustration, lecture capture, etc. | Content revisions, based on the academic review. | ||||||||
| Orientation to educational technology | |||||||||
| Copyright clearance | |||||||||
| Create Library Course Reserves for course readings. | Finalize Library Course Reserves | ||||||||
| Tutorial to LMS for instructors | |||||||||
Sample Schedule
| Time | Start of developme nt process |
Phase 1: Outline and Modules 1 – 4 |
Phase 2: Modules 5 – 9 |
Phase 3: Modules 10 – 13 |
Course is ready on-line for Academic Review |
Academic Review |
Academic review suggestions incorporated into course |
Final version available online |
Course open to students |
| Example #1 | Sept 01 (Term 1) |
Nov 01 | Dec 01 | Jan 1 (Term 2) | Feb 01 | March 01 | March 15 | Apr 01 | May (Term 3) |
| Example #2 | Jan 01 (Term 2) |
March 01 | Apr 01 | May 1 (Term 3) | June 01 | July 01 | July 15 | Aug 01 | September (Term 1) |
| Example #3 | May 01 (Term 3) |
July 01 | Aug 01 | Sept 01 (Term 1) | Oct 01 | Nov 01 | Nov 15 | Dec01 | January (Term 2) |
In the event the actual development timeline deviates from the schedule in the Course Development Plan, a review of all commitments and resources will be conducted. The ETS Senior Manager and the Assistant Dean must then approve an exception.
Creating Course ContentTemplates that outline the course overview and module structure are designed to help you with creating your course content.
- Course overview (47k, .doc)
- Unit template (371k. doc), Unit template as seen in LMS (annotated) (668k, .PDF)
When developing the content, please use the Styles toolbar in Word to indicate the various heading levels and refrain from applying special formatting such as text boxes, or varying fonts. If you would like a block of content to be presented in a different format, please insert a comment such as “put into a text box”.
The completed content in Word document should be sent to the ETS instructional designer, Sharon Hu by the designated due dates outlined in the Course Development plan.
Reading material
Information about the textbooks and required readings should be included in the first part of the course content that you submit to the instructional designer. Reading material for the course can be compiled by using the Library Course Reserves in the LMS. For courses with non-UBC students, reading material needs to be compiled into a custom course package through the UBC Bookstore. An overview of each method is listed below.
Library Course Reserves: Reading material is available free-of-charge to the students in the electronic format and accessible directly within the LMS. You will be able to:
1. Select electronic material from the UBC library catalogue;2. Request PDFs be made from print-only material in the UBC library collection;
3. Upload PDFs from your personal collection.
Requested material will then be available to the registered students. For more information about the Course Reserve System, please go to the Library website or contact the Education course reserve librarian. Please note that non-UBC students, taking non-credit courses do not have access to Library Course Reserves.
The Library Course Reserves is the recommended method of providing reading material to the students because a) the material is free of charge; b) the material can be accessed anywhere, anytime c) the reading list can be modified throughout the duration of the course.
Custom Course Package (CCP): Reading material is available to the students in the print version that can be purchased from the UBC Bookstore. This option is only recommended for courses with non-UBC students. The CCP may include copies of articles from journals or periodicals, chapters from books, or materials from various other sources that do not have an electronic version. The Bookstore will complete all the work required to have the package ready for the students. The Bookstore will obtain the copyright permissions, photocopy, assemble, and package the materials, and stock the finished CCP on the shelves at the bookstore. For more information about creating Custom Course Package, please visit the UBC bookstore web page.
Copyright clearance
UBC takes copyright very seriously. The University also understands the copyright rules can be very confusing, so the Scholarly Communications & Copyright Office was established to provide assistance. The Office is dedicated to answering your questions, and to clearing copyright for material you wish to include in your course. If a figure, table, image, or video clip from a published sources (e.g., website, journal article, book, DVD or VHS) is included in the course content, it is the course writer’s responsibility to contact the Copyright Office to ensure copyright is observed. If you have any questions about how copyright is applicable or if you require assistance with copyright clearance, you are strongly encouraged to visit the UBC Copyright website, or to contact the UBC Copyright Office. Copyright drop-in clinics are held frequently, please check the website for exact dates.
Often, well-chosen images or videos can greatly liven up the course material and can convey an idea very effectively. You may also use photos you took yourself. If individuals are clearly identifiable in the image, be sure you have a signed media release from each individual (or the guardian for minors). Here is a sample media release form.
Additional information:
- Images, illustrations, videos embedded inside a PowerPoint also need to have the proper copyright clearance.
- Check the Images Sources page to find out more about resources in the public domain.
The video production process is equitable, transparent and streamlined. Available resources are equally distributed among the following units: DNSO, ECED, EDCP, ECPS, EDST, LLED, NITEP, ORE, TEO. Approval from the Unit Head is required before the video production project can begin.
There are a number of Do-It-Yourself options that do not require the Heads’ approval. Please take a look at these options below.
Furthermore, you only need to complete the Video Production Request if dedicated AV technician time is required to complete your video production task (e.g., record an event, film an interview, produce a promo video, edit existing footage, etc). If the request is to support the use of classroom equipment (provide orientation to the video conference equipment, set up the microphone, replace a burnt projector bulb, etc), it is not a video production task and the request can be sent directly to av.helpdesk@ubc.ca.
Video production request process:
- First, use the Video Production Time Estimator form to estimate the number of support hours required to complete your project. Then, completes the Video Production Request form and attach the estimate to the form.
- ETS provides initial consultation as well as offers DIY and centrally-funded options when appropriate.
- ETS forwards the request to the Unit Head with the project scope and the estimated required number of hours. The Unit Head then makes an informed decision whether the media production request should proceed or if it needs to be adjusted.
- Once the approval is received, the request is forwarded to UBC AV or UBC Studios who would contact you directly.
Do-It-Yourself options:
- One-button studio is a bookable space at UBC Studios for you to record with a pre-configured camera and microphone. This is a self-served space. [Sample recording]
- Lightboard studio is a bookable space at UBC Studios where you can record videos with a transparent “whiteboard”. This is a free, semi-supported space. [Sample recording]
- Your own computer can be a very good tool to create Khan Academy style videos. ETS can show you how to create them by using CaptureSpace or Camtasia. [Sample recording]
- Cameras and microphones can be borrowed from the Learning Commons to record your own footage. If you are including other individuals in your recording, be sure to acquire consent using this Media Release Form. For editing your media content, you can have the industry-standard Adobe Creative Cloud suite installed on your UBC computer to edit your media. To access the Adobe Creative Cloud, send a support ticket to UBC IT.
Open the course to students
The instructor is responsible for making sure the online course is ready before the start of the term, such as checking for broken links, setting assignment due dates, adding calendar entries, and updating course information. Instructional and technical assistance is available to all instructors at any time during the course development process, as well as during course delivery. Please send your inquiries to ets.educ@ubc.ca.
Course Revisions
The final part of the course development process is the course revision and it is completed after the course has been offered for the first time. Revisions are based on student feedback and the instructor’s own opinion on how to improve the quality of the course. Revisions may include making minor editorial changes and fixing broken links.
Instructor who taught the course will be making the revisions. In the case where the course writer is different from the course instructor, the remuneration for making the revisions (as outlined in the Course Development Plan) will be payable to the course instructor.
Final comments on the course development process
When thinking about your course, consider what you would like your students to do and to achieve. The instructional designers will utilize various technologies to make your ideas a reality in your online course. Contact ETS at any time if you need suggestions on how educational technology (such as blogs, wikis, web conferences) can be incorporated into your course.
Think broadly and creatively!
Course Development ChecklistThe following should be considered as guidelines only. Not all the items may be applicable to every course.
- Course Development Checklist (77k, .PDF)
