PSYC 1111 students explore how psychology informs our understanding of human thought and behavior. Course topics include the history of psychology, methodology, heredity and learning, physiology and neuropsychology, consciousness, sensation and perception, learning, and
memory.
PSYC 1111 is a major revision of a course which was first developed in 2014, and went through a minor revision in 2017. The 2021 major revision was initiated to make the course ZTC (zero textbook cost), using an open textbook, Psychology – 1st Canadian Edition. This project is unique and rewarding for me, because I was the instructional designer not only for the new course revision, but also the adaptation of the open textbook. PSYC 1111 is offered online through continuous registration (standard web) and in print.
I started this project in the spring of 2020, my second year at TRU. The PSYC 1111 development team had lots of experience in online delivery and curriculum development. This allowed me to focus on course textbook alignment, and work on a number of online media elements. I also ensured that the course student activities and assessments received TRU’s classroom project Research Ethics Board approval. The team met regularly in online meetings, providing feedback, support, and discussing ideas and improvements to the course. 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. PSYC 1111 Evidence of Planning: Planning Meetings: PSYC 1111 planning process started with a development team introductions and planning message, the timing of which coincided with the onset of the Covid-19 pandemic in Canada. The team quickly adjusted to online only meetings and communications. As I prepared for the planning meeting, I noticed inconsistencies in course outlines between OL PSYC 1111 and campus PSYC 1110. I contacted the chair of the department for course descriptions and learning outcomes to be able to create a blueprint. I also cross checked that a print version of the course was still needed. I shared student curriculum feedback with the SME so that we could make data-informed improvements to PSYC 1111 during the major revision. I also shared relevant templates. The course blueprint went through several iterations before we shared it with the campus department for feedback. | 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 PSYC 1111 Evidence of Pedagogical Guidance: I ask SMEs about their preferred feedback style and with PSYC 1111, we held a lot of meetings. This could have also been due to the lockdowns, and our efforts to see and speak with other people. Some pedagogical guidance evidence can be found in our discussions of PSYC 1111 assessments and Research Ethics Board approvals. | |
| 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 PSYC 1111 Attention to Detail: A very detailed reading of the course was required to identify content and activities that could not be used for the print version of the course. I worked with the SMEs to identify key activities needed for learning outcome achievement, and made sure that videos were transcribed or replaced with equivalent print content. I reviewed all activities to make sure that there were options that would work for students that would not have access to the internet. As a major revision, the course had a good preexisting structure and both SMEs were also OLFMs. | |
| 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 PSYC 1111 Project Management/Teamwork/Leadership: Both SMEs are experienced developers and OLFMs, and our collaborative process was efficient and pleasant. Evidence of Media, IP, OL resources and production coordination can be found here. |
| 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. |
PSYC 1111 assessments are the highlight of the course. Students engage in a variety of graded activities which include research, reflection, experimentation, and creation of artefacts. Developing a print and online versions of the course was a great exercise in mapping out learning outcomes and making sure that they are supported by content, activities, and assessments in both modalities.