Term-Prep: The Process
Posted on February 24, 2010 in Instructional Design, Newsletter
A Much Needed Exercise
It sometimes goes unnoticed and often discounted, but the term-preparation process has its merits in the final phase of online course development and delivery before a new term begins. Referred to as the Term-Prep Report, or TPR, this process extensively verifies an online course’s functionality, sections and settings before instructors receive access to course content. A complete TPR typically moves the course to the next stage, when the instructor can begin to review the content.
In online education, one can never exercise too much caution or pay enough attention to detail. As with all other standards, policies and processes connected to online teaching and learning, the TPR process evolves continuously to include new Learning Management System (LMS) features and to address existing or new technical issues. TPR’s primary objective is to ensure that all course attributes and settings are selected and employed correctly.
While many instructors are proficient in the learning management systems they use, it is always a best practice to allow a course specialist to handle any necessary changes regarding course attributes and settings. Learning House has a dedicated team of Client Services Specialists (CSS) ready to help. One of their primary duties is to collaborate with instructors on completing the TPR process.
Course attributes such as due dates, grade point values and calendar items are typically present in every course but change with each consecutive term. Course settings refer to standard static course details that might not change from one term to the next. Examples of course settings include quiz characteristics, the course code, etc. Addressing each attribute and setting allows instructors to use and deliver a functionally sound and reliable course.
TPR check points must address specific criteria for course readiness. Here are some of the main check points:
Course settings
At the beginning of a TPR, the course foundation is checked for correct start and end dates, proper course description and several technical settings that affect student enrollment and course availability.
Syllabus
Next, the TPR process scans the syllabus information. As specific details may change from one term to the next, instructor contact information is checked against current information, and dates and assignment point values are referenced for assignment and forum setup. At this check point, instructors are reminded to review their upcoming course syllabus and send the correct or updated information to their appointed CSS.
Lecture material
After the syllabus receives a good bill of health, the lecture materials are checked for functionality. This step of the course inspection ensures that all internal and external links function properly and slideshows, videos or audio presentations are optimal. The instructor addresses factual or topical proofreading as appropriate, and other errors in the course content are submitted to the course writer or a qualified subject matter expert.
Assignments and discussion forums
The TPR process also reviews assignments and discussion forums, since these elements are essential to interactivity and learning outcome measurement of each lesson during the course. Items such as graded assignments, essays, term papers and other elements are checked to ensure that their point value matches the syllabus and a drop box is in place. The drop box allows students to upload an actual document, as opposed to typing a report, sending emails or entering data into a text box.
Exams
Exams have a strict set of defaults and standards within the TPR process. These standards are set to prevent common technical, functional or ethical issues for students while they take online exams. Exam settings can range from limiting the number of questions to turning off the shuffle feature. Exams can deliberately feature non-default settings.
Before beginning a new term, the instructor should ensure that specific course settings and attributes are applied as intended by design. This exercise is inherently critical as it provides the instructor with peace of mind and confidence.The instructor is provided with a Term-Preparation Checklist that lists details about the current process.
Learning House CSS staff members use all the tools at their disposal to ensure each course is properly prepared, contains accurate information and is ready to welcome the teacher and the students. Collaboration and open communication between the Learning House CSS team and instructors at all partner schools is paramount to a smooth term start and the advancement of the partnership.
