FLO Course Request Process

• What it is and why
  • Desired Outcomes
  • Step 1
  • Step 2
  • Step 3
  • Step 4
• Request Form (PDF) or (RTF)
• Scenarios
• Printable Packet of all the above information (PDF file)

What it is and why
Due to the importance of understanding the differences involved in teaching a FLO-delivered course, the support provided, and possible options for training and/or development compensation, a process has been developed to guide you. This is a collaborative process that includes the instructor, the academic area, the FLO/EMT Office, and Educational Services. This process provides individualized instructor training and development support allowing for differences in instructor background and resource requirements, as well as variations in the amount of development, adaptation, and training time needed.  

Desired Outcomes
After completing the FLO Course Development and Training Process, instructors will:

• Demonstrate the appropriate technology and pedagogical skills for delivering a course in the selected medium or media.
• Adapt or develop courses that:
  • Adhere to appropriate instructional design guidelines, as described in the course evaluation rubric
  • Are reviewed by the FLO instructional designer, an agreed upon Mentor, or Peer Reviewer
  • Are revised as determined necessary through feedback prior to delivery
• Revise course as needed following the first semester of delivery, and continuing thereafter, based on feedback from students and any course reviewer(s)
• Receive certification in online learning if applicable

  

STEP 1: Complete the FLO Course and Training Request Form

1. Instructors who want to develop and/or teach a FLO course are required to fill out and sign the FLO Course and Training Request Form available through the FLO Office or online as .pdf or .rtf documents. Submission of the form needs to take place at least one semester prior to intended course delivery, two semesters out is desirable. If development is not required, less time is necessary. If an instructor has not taught online, and the course (new or existing) includes online delivery, online certification training is required. Contact Lauren Keinath (995-1123) for more details about the training options available.
2. Signature approval needs to be obtained from the following:
   • The Academic Chair overseeing the academic area in which the course falls
   • The Vice President for Educational Services
   • The Director of Educational Media Technologies
3. Reasons for the request are encouraged. The Instructor, Academic Chair, Director, and Vice President each can include comments on the back of the form.
4. Notice of approval or reason for non-acceptance is provided back to Educational Media Technologies, the Academic Chair, and the faculty member who submitted the request.
   • If approved, the instructor is ready to move on to Step 2.
   • If not approved, the request form will be returned to all who signed the form with an explanation provided in the comments section.

   

STEP 2: Kick-Off Meeting

• Contact the FLO Office at 995-1070 to set up the Kick-Off Meeting as soon as you receive notification that your request is approved. This is important to ensure adequate time for training and development.
• It is desirable to hold this meeting 1.5-2 semesters in advance of scheduled course delivery. We understand that this cannot always occur, but to ensure that the outcomes are met (and avoid undue stress for the instructor/course developer), allowing at least one semester for development is encouraged.
• The meeting goals are to:
  • Create a customized plan for development and/or training
  • Develop a time line that includes:
    • Checkpoint meetings (Steps 3 and 4a)—need to determine how many, when, and who will provide the review
    • First semester review needs (Step 4b)—this is an option for everyone, but it is highly recommended for new instructors and newly developed courses
• Usually this meeting includes only the instructor and the FLO Coordinator/Instructional Designer. However, the following personnel are encouraged to attend if time permits and the instructor is new to the course delivery methods: Academic Chair, EMT Director, and a Mentor. A mentor is a faculty member who has had experience in delivering a FLO course in the same delivery format(s) as the requested course and has expressed interest in helping the new instructor.
• The FLO Office will forward the outcomes of the meeting to the Academic Chair and Educational Media Technologies Director if they did not attend the meeting. A third copy will be sent to Educational Services if requested.

STEP 3: Progression Checkpoints

• Progress is reviewed, additional needs or resources are identified, and any problems are addressed in periodic progression meetings (may be through phone, e-mail, and/or in-person communicatons) between the instructor and a FLO support staff member (normally the Instructional Designer).
• Progress is communicated to academic administration. Progress Report(s) are distributed to the Academic Chair, Educational Media Technologies Director, and Vice President for Educational Services when requested and/or when unforeseen issues/concerns develop.

STEP 4: Course Review Checkpoints
There are two checkpoints: the first one, course completion, is required for all new FLO courses being developed, and the other, first semester review checkpoint, is optional but highly recommended.

1. Course Completion Checkpoint:
   • Course is reviewed by the FLO support team member and/or the Peer Reviewer using the course evaluation rubric for course improvement.
     • Course must be completed at least 3-weeks prior to the scheduled time of delivery.
     • Course review is targeted for completion 1-week prior to scheduled delivery.
   • Feedback is provided to the instructor based on the evaluation rubric.
   • Feedback is provided by the reviewer(s) to the Academic Chair and Director of Educational Media Technologies to indicate course readiness and any areas targeted for recommended improvement. If requested or there are issues regarding readiness for delivery, Educational Services Office will also receive necessary feedback.
2. First Semester Review Checkpoints (optional):
   • Information from a variety of perspectives is gathered, providing the instructor with input for potential revisions to improve student learning
   • Instructor meets with a FLO support team member, mentor, or peer reviewer to review feedback, discuss revision options, and/or share instructional tips for possible future use
   • Reviews could include mid-semester reviews, review of student feedback, and/or meetings to address instructor concerns.

If you have still have any questions after reviewing these materials, contact the Lauren Keinath at (231) 995-1123 or Jan Oliver at (231) 995-1076.