When designing courses for online delivery, it is often easier to approach the task with a blank slate rather than attempt to port existing structures and processes from one context to another. We have all seen courses that have been redesigned within pre-set parameters, that may well be appropriate for a course delivered using traditional methods; however this is not necessarily a recipe for success in an online environment.
Whilst the blank slate may be preferable, it's also daunting. A useful starting point, however, could be the Rubric for Online Instruction, created at California State University. Covering six key areas, including Learner Support and Resources and Innovative Teaching with Technology, this resource would work equally well as an evaluative tool for existing courses. Whilst nothing here is particularly complex, its simplicity is likely to be appreciated by faculty new to e-learning, and if combined with case studies and examples of practice, it could lead to a more thoughtful and reflective approach to online teaching.
