Course Development Process: Development

After the development team completed the process of creating the business scenario which is the context for the learning experiences, the task overview identifying the major tasks, and the detailed task descriptions for each task, development of the actual course materials began.

Developing Course Materials

The course materials supporting Task 1 and 2 were developed first as a prototype that can be reviewed by the team as a proof of concept and formative evaluation.

Scenario materials

The materials that set up the scenario and provide necessary information and resources for students were created in multiple iterations over the course of several weeks.

Generally, a Task is initiated with an email from the IT Director (the instructor) explaining the problem and requesting the help of the technicians (students). Information and resources required to complete the Task are included usually as attachments to the email.

For Task 1 the attachments (student support materials) include C-Bay’s executive summary, a graphic showing the network topology, notes from a meeting about security-related issues, a current draft of the security policy, and a work plan for the development of a revised security policy.

Task support

Materials are also provided to assist students in completing the Task. For each Task, these include a Plan of Attack, Tips & Traps, a Deliverables Checklist, a list of online Resources, and Refection questions.

Mentor materials

Materials are also provided to prepared mentors for the Task. For each Task, these include a Mentor Guide and annotated versions of deliverables including the most important information that students should be sure to include.

Course Site Mockup

While Task 1 & 2 materials were being developed, the course web site was mocked up so that the team could agree on its look and functionality before the entire course was developed.

Formative Evaluation of Tasks 1 & 2

As Tasks were completed, they were placed within the course web site and tested by team members and others.

Beta Test

During February 2004, with most of the course materials developed, a beta test was run. A group of students reviewed the course and responded to specific questions aimed at getting their reactions to content, clarity, scope and technical level.

Complete Development of Course Materials

Based on feedback received from the formative evaluation and beta test, revisions were made based on feedback from instructors and students, and the remainder of the course materials developed to complete the course and prepare for the initial implementation of the course in Spring 2004.

Train the Faculty

As the implementation neared, faculty orientation and training were prepared. The orientation introduced faculty who will be teaching the course and mentors who will be assisting students to the Scenario-based model and how to conduct the course in the unique setting where students take the role of technicians within the fictitious company and teachers play the role of managers or supervisors within the same company.

Training also included learning about the course web site, how to use the technologies involved in the course, and how to evaluate student work and completion of tasks.

For the pilot at de Anza College, the faculty and mentors were already familiar with content, materials and methodology because they had been on the course development team.

Pilot the Course

During the spring quarter (April 5 to June 25, 2004), the course was offered for the first time, serving as a test for the successful implementation of the story centered model in the community colleges.

The course was offered as a hybrid, with course work both online and face-to-face. At De Anza in Spring 2004, the course was primarily conducted face-to-face, with the course materials being online.. At Foothill in Fall 2004, most work will be done online, with a face-to-face orientation on campus.