The following resources are already available as a part of Lifelong Learning 2020
Are available at no cost to any unit providing lifelong learning courses (credit or noncredit).
What are academic badges?
Why would somebody want a badge?
How can I learn more about using badges?
Contact Mary Thompson, PhD
Competency and Learning Outcome Development
How can learning goals/outcomes add value to teaching and learning?
- Remember that learning goals/outcomes do not place limits on what you can teach in a course. Instead, learning goals provide a map or signposts that tell learners where the course and overall program is going.
- Learning goals/outcomes can add to student’s sense of ownership in the learning process helping them feel like they are on the inside logic of the course instead of the outside.
- Learning goals/outcomes can be a useful communication tool. Faculty can describe their course to colleagues and students by beginning with their goals. It helps learners know what they can expect and what an employer might expect at the end of a program.
- Departments can gain a sense of curricular cohesiveness if multiple courses have learning goals. This helps scaffold and link courses to program learning goals and allows a cohesive structure for learning.
At DCS, we have an adult assessment and evaluation team that can assist in the curriculum mapping process by working collaboratively with your faculty and academic staff to build a cohesive learning map for your adult learners. We work with you to build assessments and learning goals to build upon the course and overall program structure.
Bloom's Hierarchy/Taxonomy and Webb's Wheel
Learning Outcomes and Assessment Resources
UW-Madison Nestle Dairy Farming Partnership Train the Trainer Competency Framework Example
How can I get assistance developing competencies and learning outcomes for my course?
Contact Mary Thompson, PhD
Educational Innovation Program Development (EIPD)
Designing and delivering degrees and certificates that attract new post-traditional audiences to educational opportunities.
Services available through EIPD include:
Our goal is to assist you in designing and delivering degrees and certificates that attract new, post-traditional audiences to unique educational opportunities. We will work with you throughout the entire academic planning and implementation process to ensure your academic programs fit the needs of your intended students.
The EI Program Development team uses a systematic approach to new program development that has as its main goal high quality, reusable, scalable courses and programs.
A project manager will assist you and your team with:
- Developing and keeping your project on schedule
- Setting and meeting project goals and objectives
- Management of the support team and other resources necessary for your project success
Overall, we provide the planning and organizational support needed to keep your program on track. We also manage the support staff team throughout your program’s implementation phase.
Market Analysis for Nontraditional Programs
Continuing Studies will help campus units understand the market potential for new program ideas by conducting the following market analysis activities:
- Competitive Analysis: Understand the competitive dynamics at national, regional, and industry-specific levels.
- Employment Projections: Determine the projected employment growth for occupations related to new programs.
- Employer Interviews: Gauge employer interest in new program ideas and understand the industry desired skill-sets.
- Prospective Student Surveys: Assess student demand for new programs.
- Secondary Research: In addition, secondary research studies and trend data can be accessed through a membership with the Education Advisory Board’s Continuing and Online Education Forum.
Continuing Studies will work closely with campus units through the market analysis process to assess market demand as well as uncover any new insights to enhance the program.
Marketing Strategy Consulting
Marketing strategists will help you to:
- Evaluate your target audience by identifying those most likely to benefit from, and enroll, in your program.
- Create a positioning statement that accurately identifies your competitive advantage and aligns with the needs of your target audience.
- Develop key consumer messages and set communications standards that speak to your potential customers and move them to action.
- Establish a marketing plan and tactics that are tailored to your audience
- Create a tactical matrix to promote your program.
- Set clear marketing objectives and metrics to define success.
- Coordinate initial marketing services (writing, design, etc.).
Continuing Studies’ marketing strategists take a hands-on approach. They will meet with your team to help assemble resources and align messages with the University of Wisconsin-Madison brand. As they learn more about your product, our experts will consult with you to design a dynamic marketing plan that meets your enrollment goals. They will also help you uncover new ways to reach your target audience and provide budgeting recommendations for a 3-year marketing plan based off of these tactics.
Financial and Budget Planning and Financial Support
Utilizing program revenue funding models is extremely important when working with new, nontraditional student audiences. Funding Sources and New Revenue Opportunities provides information about new course development and program revenue models. It also contains materials from the campus-wide Educational Innovation effort and is a great source for additional information regarding nontraditional audiences and program revenue opportunities.
Continuing Studies provides fiscal support to credit and noncredit programming for nontraditional audiences. This support incorporates various funding mechanisms, including—but not limited to—Fund 131.
Student Services for non-traditional audiences
Continuing Studies’ Adult Career and Special Student Services (ACSSS) provides assistance with admission of special groups of nontraditional students. This includes the Visiting International Student Program (VISP), for undergraduate, graduate, or dissertator-level international students wishing to pursue non-degree study at UW-Madison outside of a traditional exchange program.
Contact Sarah Stilp, (email@example.com) if you have questions about admitting or supporting nontraditional audiences.
We are committed to ensure instructors are prepared to teach quality, online courses. We also offer a variety of services, including consulting on instructional design and development, as well as facilitation and management of online courses. Instructors work one-on-one with designers and technologists to develop their course. Likewise, they have the opportunity to receive pedagogical and technological assistance on a variety of topics to teach the course. Instructors can take workshops that provide strategies for engaging learners and ensuring interaction using technology, including through a course management system and webinars.
Visit our online teaching workshops page for free sessions currently available.
Quality Assurance and Assessment
There are many factors that affect the quality of an online course, including: course design, course delivery, course content, technology, institutional infrastructure, faculty readiness for online teaching, and student readiness for online learning and support. That is why the Educational Innovations team is committed to work with UW-Madison faculty to develop quality online courses.
A metric for success
To focus on course design, the Educational Innovation uses the valuable tool known as Quality Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and blended courses. The QM rubric consists of eight General Review Standards and 41 Specific Review Standards—all of which were selected because research, national standards, and instructional design principles have found these elements to positively impact student learning.
Why we use Quality Matters
UW-Madison subscribes to Quality Matters so instructors can use the research-based rubric as a guide to develop their course. Instructors can also participate in either an informal or formal peer review process to receive constructive feedback to improve course design. The annotations provided in the QM Rubric are quite extensive and address the nuances in each standard, issues of interpretation and examples of good and poor practice.
To view a rubric with annotations or for information on QM course reviews and future training opportunities, contact Karen Skibba, firstname.lastname@example.org.
To assist faculty with online course development, we offer a variety of services, from design consultations to development and multimedia support. Our experts work with faculty to create multimedia components that help them meet course objectives, including:
- Lecture Capture
- Video Services (Filming and Editing)
- Audio Services (Recording and Editing)
- Narrated PowerPoints
- Interactive Case Studies and Scenarios and other Instructional Tools
- ADA Accessible Course Materials
- Graphic enhancements
Please note that our services are not limited to this list. We are always looking for innovative ways to work with faculty and deliver content to students.
Instructional and Organizational Design
The Keys to Success: We Can Help You to Build the Ultimate Online Course
To help faculty with online course design, the Educational Innovations team utilizes the following strategies:
Quality Matters emphasizes that it is important to employ a deliberate design process when developing online or blended courses. This process includes purposefully selecting instructional methods, content, activities, and assessments to help learners acquire skills and knowledge. It is important to organize instruction and develop coherent learning units that can easily be understood by the learner.
“Critical course elements work together to ensure that students achieve the desired learning outcomes.”
As this statement suggest, the most important concept in Quality Matters is alignment. Taking a holistic view of the course and research, Quality Matters has found students learn best when course objectives ALIGN with:
- Resources and materials
Backward Design Process
In the Backward Design Process, instructors design their courses based upon the following three questions:
- What is worthy and requiring of understanding?
- What is evidence of understanding?
- What learning experiences and teaching promote understanding, interest, and excellence?
For more information regarding the Backwards Design Process, click here.
When developing a course, it is important to follow an instructional design model. Do so will allow you to thoroughly think through important questions regarding course design and delivery. The most common model used by instructional design experts is the ADDIE model, which stands for:
Analyze—Pre-planning stage focused on the BIG picture and identifying what must be preserved and transformed in your course redesign
Design—Planning stage where learning activities and key course components are identified
Develop—Creation of the learning activities, assessment plans and content for your course.
Implement—Delivery stage; this happens when you actually teach your course.
Evaluate—Determining the effectiveness of the course and planning for future improvements.
Take an in-depth look at each of these steps here: http://raleighway.com/addie/
How do I get started with EIPD?
Contact Katy Duren, J.D.