CMNS 3161, Media, Entertainment & Popular Culture, was created to add flexibility and variety to the upper-level offerings in Communication. CMNS 3161 is a new course, not a revision, which means that the development team works from the course description and learning outcomes without having any preexisting reference (like previously developed content or media, student data, or OLFM feedback).
As outlined in the course description, students examine an array of trending concerns in media, entertainment and popular culture. Students consider competing perspectives on a variety of media and social issues, in particular the tension between media content, regulation, and commerce. Students engage with classic and contemporary debates within the field of communication and media studies.
I started this project in the fall of 2018, my first year at TRU. As an instructional designer, I adapt my work to the needs of the development team. The SME that wrote the majority of CMNS 3161 has extensive industry experience, is a published writer and a faculty member at a post secondary institution, teaching in-class. This was the first online course they developed, so my involvement focused on guiding the SME in best practices for online curriculum development. As such, my role was to support the writer in the development of online materials, explaining the expectations, format, providing templates and examples, answering questions. There wasn’t much need for substantive editing and once we agreed on how the content will be organized, shifted our attention to content, student activities, and assessments. This particular development group preferred regular online meetings, which is my preferred method of communication as well. Once written, I worked with copyright, editing, and production teams to get the course ready for students.
| Criteria | |
| Planning 1) Documents provide evidence of best practice in instructional design by considering project goals (from EPC documents and brief reports), target audience, delivery methods, learning outcomes, assessment, learning activities, resources, etc. (See meeting notes and blueprint for details.) All elements of planning must be included. CMNS 3161 Evidence of Planning: Planning Meetings: My course planning process starts with an introductions message, in which I introduce the development team members, briefly describe the larger OL course development process, and invite the team members to our IDeas for more in-depth information. In the message, I also share an online poll link to find a good time to hold the first planning meeting, and ask for meeting platform preferences. After receiving feedback, I schedule the planning meeting and send a planning meeting agenda along with relevant documents (blueprint template 1, blueprint template 2, file management guidelines). During the planning meeting, we discuss team roles, working preferences, timelines, file management, course goals, learning outcomes, potential assessments, activities, resources, and ways to organize the course. Blueprinting: As the development team finalizes processes and collaboration flow, the members work to create a more detailed plan for the course itself, considering different layouts, discussing content, and planning for activities and assessments. Once the team has a final draft of the course blueprint, I share the document with the appropriate academic oversight department for further conversation. | Any evidence which contains personal identifiers is password protected and only accessible to members of the performance review committee. |
| Pedagogical Guidance 1) Provide templates and other resources and supports 2) Outlining different pedagogical approaches and best practices in using technology and media 3) Provide constructive feedback or commentary to the SME on the content, pedagogical approach of activities and assessments CMNS 3161 Evidence of Pedagogical Guidance: I use templates and examples of existing units/lessons/modules to give to my SMEs as inspiration. The types of resources and supports I provide depend on the SME’s experience and comfort level. We don’t have a single template for our courses; rather, we work with SMEs on unique course designs that best accommodate specific types of content and learning approaches, ensuring that best practices are followed. The CMNS 3161 developer has never written an online course before, but has taught in-class, wrote multiple books, and proved to be highly creative. I waited for the first module draft to see if their preferred format would work in our environment. Generally, I spend a lot of time working with the development team on blueprinting and designing the first module. The structure of first module is then used as a prototype for the rest of the course. Please see CMNS 3161 email communications and module 1 documents with feedback. The final draft of the blueprint and the module 1 documents show evidence of my recommendations for different pedagogical approaches, best practices using technology and media, and pedagogical approach of activities and assessment. It also demonstrates that I provide constructive feedback to the developer and consultant. | |
| Attention to detail 1) Substantive editing (provide draft documents with comments/track changes) 2) Cohesive design (all elements/resources are connected) 3) Ensuring the accuracy of the course content CMNS 3161 Attention to Detail: Substantive editing wasn’t necessary with this particular development team of writers. The linked course working documents give evidence of cohesive design and attentiveness to the course content. | |
| Project Management/Teamwork/Leadership 1) Familiarize SME with OL processes and project scope 2) Coordinate OL media, IP process, OL resources, editing, production (Process documents provide evidence of attention to all aspects of the development process (e.g., tracking of third-party items, coordination of media, etc. as relevant). 3) Manages schedule and timelines 4) Contributes effectively to a collaborative team environment 5) Provides leadership and encouragement that promotes successful project completion 6) Steps taken to resolve issues or problems affecting course development project CMNS 3161 Project Management/Teamwork/Leadership: Planning messages and blueprinting documents speak to my SME orientation regarding OL processes and project scope. OL Media: CMNS 3161 includes a number of OL media custom made pieces. To make the course visually welcoming to learners, I worked with our graphic designer to create moodle banners for each module, presenting a collage of topics covered in each section. OL graphic media coordination can be found at this link. I contacted CBC radio in Kamloops to see if they would share photos of their recording studio for the course. OL media created two custom interactive pieces for the course. The first is a timeline in a shape of a phone; students use the right hand slider to move through the timeline. The second interactive timeline describes the rules of Canadian broadcasting and is shaped as a TV. Students can turn the TV on and move through the content. OL Resources: I always encourage course developers to use as many open resources as possible to decrease student materials cost. CMNS 3161 used a number of chapters from three textbooks. Exceeding TRU Fair Dealing policy and noticing that all books were from the same publisher, I worked with our materials team to create a custom textbook. The custom textbook cost students a fraction of the cost of one, let alone two or three of the books that would be needed. I also worked with the library to order materials that students could access through permalinks, making sure that the library could collect usage data to support their collections. Use this link to access evidence of collaboration with editing, intellectual property, and production colleagues. The CMNS 3161 development team worked very well together, communicated about process flow and timelines, and enjoyed collegial, constructive, and respectful conversations. |
| Course Component | Criteria |
| Course Guide and OLFM Guide | Course Guide and OLFM Guide templates have been used and adapted as needed. |
| Course Structure | Course Structure: 1) The overall course is structured in a logical, consistent, sequenced, and efficient manner. 2) Student and instructor workload is appropriate and reasonable for the level and number of credits for the course. 3) Instructions are clear, include rationale for activities and assessments, and provide seamless connections between the various elements in the course for the student. |
| Learning Outcomes | Learning Outcomes: 1) The course learning outcomes are measurable and reflect the course description and level of the course. 2) The module/unit learning outcomes are measurable and consistent with the course-level outcomes. 3) The learning outcomes are appropriately designed for the level of the course. |
| Assessments | Assessments: 1) The types of assessments selected measure the stated learning outcomes and are consistent with course activities and resources. 2) Specific and descriptive criteria (rubrics, marking schemes) are provided for the evaluation of students’ work and participation. 3) The assessment instruments selected are sequenced, varied, flexible, and appropriate to the content being assessed. 4) Sufficient and varied opportunities for formative feedback are provided. |
| Learning Activities | Learning Activities: 1) Learning activities are tied directly to the learning outcomes and assessments. 2) Activities are appropriate to course modality. 3) The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4) The instructional materials are free of bias, culturally inclusive, and provide flexibility and choice. 5) Learning activities foster student-instructor, student-content, and if appropriate to the course, student-student interaction. 6) The requirements for student interaction, if applicable, are clearly articulated. 7) Learning activities provide scaffolding opportunities for building foundational knowledge and skills within the course. |
| Media, Tools, IP, Resources | Media, Tools, IP, Resources: 1) Resources, including media and educational technology tools, support the learning activities, and are appropriately chosen to deliver the course. 2) All third-party materials are identified, cited and permission requested if necessary. |
CMNS 3161 is an engaging course which invites critical thought. It’s media rich, interactive, and includes a custom made textbook. One of the first courses I started working on when I joined Open Learning, CMNS 3161 doesn’t have as many accessibility features compared to my current courses. The course needs alt text for images and full, downloadable transcripts for any videos directly linked to course learning outcomes. Once written, the course production was delayed due to unforeseen circumstances, and I don’t have any curriculum design student feedback yet. Once available, I am looking forward to reading student feedback and learning from it.