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Requirements

There are now 3 tracks in the Alternate Delivery Program (ADP):

I. SKILL BUILDER

The Skill Builder track offers modular training in core components of Blackboard and supporting technologies (Bb Collaborate, Panopto, etc.) to help faculty better utilize the features available in Blackboard and to prepare for the Course Designer track.

II. COURSE DESIGNER

This track is available to faculty who have completed the foundational “Skill Builder” track or demonstrated competency with the Skill Builder components and most closely resembles the “old” ADP. The Course Designer track typically requires at least a semester for course development before the redesigned course is offered in summer or winter session. It includes a one day training workshop and an opportunity to work one-on-one with an Instructional Technology Specialist in the Division of Information Technology (DoIT). Faculty who participate in the Course Designer track should have prior experience teaching in summer or winter sessions and convert courses that have a proven enrollment “track record” in Summer or Winter Sessions.

III. QUALITY BOOSTER

The Quality Booster track is designed for faculty who are already offering hybrid or online courses, but who have either not previously participated in formal course redesign training through the ADP or participated in ADP prior to the Quality Matters (QM) process integration. Quality Matters is an internationally recognized peer review process to assess the design quality of an online or hybrid course. The goal is to carefully evaluate the components of a hybrid or online course to ensure that it meets nationally identified quality standards.

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The participation requirements for each track are provided below.

I. SKILL BUILDER TRACK

Participant requirements include the following workshops or demonstration of competencies in the following areas:

  • Course Management
    Course copy vs. export/import; course availability; user management
  • Building Course Content
    Folders, documents, files; linking content to web or Box; publisher integrations; conditional release; accessibility
  • Screencasting Fundamentals featuring Panopto
    Accessing; creating & editing a recording; creating storage folders for student assignments; sharing videos externally; uploading older content; best practices; accessibility
  • Communication Tools
    Announcements; discussions; messages; conversations
  • Blackboard Collaborate
    Accessing a room vs. scheduling a session; uploading PowerPoint; whiteboard tools; sharing desktop apps; polling;
    inviting external guests; engaging students; recording a session
  • Delivering Bb Assignments & Tests
    Assignment; tests; exceptions for accessibility; rubrics; groups; SafeAssign
  • Grading & the Grade Center
    Grading with rubrics & embedded feedback; uploading/downloading grade data; customizing the grade center
  • Learning Analytics
    Course reports; embedded analytics; student activity; accessing REX data warehouse; guided vs. exploratory reports

Electives (optional modules)

  • Universal Design for Learning & Student Success (accessibility)
  • Academic Honesty & Plagiarism in the Digital Age (SafeAssign, Respondus LockDown Browser)
  • Competency-based learning (Adaptive Release, upcoming competency-based learning tools)
  • Publisher integration (Cengage, McGraw-Hill, Pearson, WileyPLUS, others)

 

II. COURSE DESIGNER TRACK

Participant requirements include the following activities:

  1. Provide their Department Chair’s letter of support
    (UMBC faculty: Clicking this link will copy the Google Doc to your Google Drive)
  2. Attend the 3-day Course Design Workshop (view sample schedule)
  3. Develop the hybrid or online course in Blackboard’s Ultra Experience
  4. Engage/interact with ADP Cohort and specialists within the ADP Blackboard organization
  5. Complete the Course Development Milestone Worksheet with your specialist to map out the timeline for completing your course redesign
  6. Attend (2) milestone brown bag sessions coordinated by the Instructional Technology team
  7. Complete Instructional Technology Specialist review of redesigned courses against the Quality Matters (QM) rubric, meeting a minimum benchmark of 85% and all 3-point essential standards
  8. Complete peer faculty content review to ensure content is in alignment with the course description and departmental expectations
  9. Present a design concept you adopted during the ADP process at the closing milestone meeting
  10. Offer the designated hybrid or online course in summer or winter
  11. Complete an evaluation of the ADP process

Deliverable Presentations

As part of the requirements for one-time ADP course redesign funding support, each faculty member is required to present a design concept that he/she adopted during the ADP process as part of their course redesign (about 10 minutes). All presentations will follow the outline below:

  1. Identify the problem addressed by your design concept
  2. Describe the solution implemented to address the problem
  3. Present the results of the both the peer and instructional technology specialist reviews
  4. Describe your next steps
  5. Q & A

A review panel of faculty who have taught a summer or winter ADP course twice will hear the presentation, which is open to the campus and may be videotaped.

Even if you are not requesting financial support through the ADP, these open sessions are a great way to hear how others address issues and opportunities that emerge from redesigning a course for hybrid or online delivery. If you are thinking about teaching a hybrid or online course in the future or requesting ADP funds, these sessions will help you reflect on solving a current pedagogical problem or creating a new learning opportunity for students.

 

III. QUALITY BOOSTER TRACK

Participant requirements include the following activities:

  1. Provide Department Chair’s letter of support
  2. Attend the Kick-Off/Information Session
  3. Complete the Quality Matters Instructor Worksheet
  4. Complete a Self Review of the designated course
  5. Redesign course based on the results of the Self Review
  6. Complete Instructional Technology Specialist review of redesigned courses against the Quality Matters (QM) rubric
  7. Offer the redesigned course
  8. Complete an evaluation of the ADP process