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Course and Program Design

CETLOE design teams work with faculty and faculty leadership to create high-quality online courses and programs. Often spanning multiple semesters, online course and program design projects require significant and sustained commitment from faculty and draw upon the expertise of the full CETLOE team, including learning experience designers, multimedia developers, learning technologists, and learning analysts. Check out the video and process overview below.

Although every engagement is different, check out the tabs below to see how a typical course construction project might unfold. Or, for more details, check out our sample course page or development overview document..

As part of Georgia State’s centralized resources dedicated to support the development and growth of online and hybrid programs, the CETLOE learning design team prioritizes development projects selected by the Office of the Provost. Check out current Opportunities for Online and Hybrid Programs. In addition to these opportunities, other projects might also be possible. If you are a Georgia State faculty member interested in working with a CETLOE design team to develop online learning experiences for your students, we’d love to hear what you have in mind. Just complete this form and we’ll be in touch.

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  1. The CETLOE design team and program leadership host a kickoff meeting, bringing all participating faculty together to clarify aims and needs, discuss next steps, answer questions, and generate enthusiasm.
  2. Faculty share existing courses or resources with CETLOE learning experience designers. The CETLOE design team reviews these materials using CETLOE design checklists and prioritizes recommendations
  3. Course faculty and CETLOE learning experience designers discuss recommendations and create targeted and manageable project plans.
  4. Meeting weekly, faculty and learning experience designers execute the project plan, creating engaging learning experiences and organizing them in iCollege. CETLOE multimedia designers work with faculty to create introduction videos, course graphics, and additional media to support student engagement and learning.
  5. CETLOE hosts showcase meetings where faculty share and discuss their course transformations.
  6. CETLOE provides any necessary training for faculty and GTAs.

  1. Faculty and the CETLOE design team monitor student engagement and performance as well as student and faculty satisfaction. Where students are struggling, just-in-time interventions are created and built into the next iteration of the course.
  2. Ongoing implementation training is offered for faculty, if necessary.
  3. At the end of the pilot and iteration semester, CETLOE learning experience designers conduct another course review and make recommendations for future iterations.

  1. (Program Directors) Allow extra time for program development prior to the start of individual course development projects, ideally a semester. During this time, CETLOE learning experience designers can facilitate design thinking workshops, help map curricula, host focus groups with students, interview faculty, visit face-to-face versions of courses, and engage in other activities to increase faculty buy-in and develop a richer understanding of the program.
  2. (Program Directors) Model enthusiasm for the project and process.
  3. (Program Directors) Encourage faculty to attend and participate in design showcases, kick-off meetings, and regular updates with the design team.
  4. (Program Directors) Meet weekly with the CETLOE lead designer assigned to the project.
  5. (Faculty Partners) Share your vision for the course and engage with your CETLOE design as partners to help make that vision a reality.
  6. (Faculty Partners) Attend showcase events and other opportunities to share ideas and progress with colleagues.
  7. (Faculty Partners) Stay committed to accomplishing the goals outlined in the project plan.