Committee on Online Learning (COOL)

Online Course Approval Process Overview

The process below applies to all faculty, whether you are interested in teaching a course that is already offered in online/hybrid format or one that is new to online delivery.

1. Faculty Skills Development

Faculty should examine their own skills regarding online teaching (including technology). If the proposed course will involve the use of new technologies, the faculty member should define a timeline and roadmap of training required before the course may be delivered effectively. Gather information on available resources:

Blackboard: Blackboard is the supported Online Course Management System at Chabot-Las Positas Community College District. If you choose to use Blackboard, check out the resources available to students and instructors. If you plan to teach with Blackboard, the COOL and Online Teaching Support Staff strongly recommend that before attempting to teach online, you use Blackboard for your current on-campus courses - Get started with Blackboard.
Faculty Websites: You may also want to create a Faculty Website in order to provide information to your students online (outside of Blackboard).
Library: "What distance education instructors need to know about Chabot Library Services"
Review the Online Learning Student Support pages (includes Blackboard support for students) to learn more about what support is offered to students.

2. Research:

View the Online Course Consultation website (this website contains resources on how to get started with shaping your course, along with aspects to consider regarding site and course design).
Read the Guidelines for Distance Education Review (from the curriculum handbook).
Contact colleagues on-campus with experience in online delivery, as well as colleagues at other campuses already offering similar curricula in online/hybrid formats (these contacts will need to be documented in your proposal). Involve members of your subdivision, ask them to share the strengths and weaknesses of possible media and delivery approaches.
Consider how you will transition your course to the online or hybrid format.
Some key questions you might want to focus upon include:
- Who will be taking this class? What learning skills will be required for students to be successful?
- What are the MOST important concepts, demonstrations, discussions, and activities that you do in this class in its current on-campus format? How will you accomplish these via distance delivery modes? If a fully online delivery mode might not be optimal, how can you architect a hybrid class with flexible on-campus meetings, or create alternative assignments that will encourage equivalent learning?
- Where is this class being offered in similar online or hybrid online modes? What can we emulate? What additional technologies or services will be required?

3. Proposal Creation:

Make sure that you obtain the most current Proposal Form. This form will have specific questions to answer, steps, and required signatures. Save a copy of the Proposal Form so that you can type directly on the form to complete the required elements.

Working with members of the Committee on Online Learning, divisional colleagues, your dean, experienced online faculty, along with Online Teaching Support staff, create a proposal for your online/hybrid course. This proposal should be shared with and approved by subdivision colleagues and your dean (details below).

4. Division/Subdivision & Division Dean Approval:

Review the proposal formally with your division colleagues and Dean. Note that formal review means more than casual consultation in the hallway; we suggest that a meeting be called with all subdivision colleagues invited, and a formal vote be taken about the online course proposal.

After your proposal is approved by your colleagues, submit your proposal to your Division Dean (signature will be required).

If colleagues in the subdivision are not in favor of the proposal as formulated, seek ways to explore online delivery with existing classes to gain data and input about the viability of the approaches. But do not allow lack of understanding and familiarity with the online medium to be a roadblock to innovation. Criticism of the approach should be based not upon, "I don't think it will work" but rather upon specific pieces of the course content and outline that are not addressed in the proposed format. Use criticism constructively; look for existing, successful implementations at other institutions as evidence online delivery modes CAN be offered effectively

5. Submission of the Proposal to the Committee On Online Learning:

Proposals must be submitted to the COOL for review. Course Proposal Deadlines are usually:

The second Monday in September for courses to be offered in the spring
The first Monday in February for courses to be offered in the summer or fall.

Please review the most current deadlines for proposal submission at http://www.chabotcollege.edu/cool/process/Fall2012Timeline.asp

By the deadline, submit electronic version and hard copy of online course delivery proposal (with all required signatures) to the current COOL Chair (currently: Ramona Silver). Once you have submitted your proposal, a review team from the COOL will be assigned to review your proposal. You will be notified if you are required to make any revisions. Feedback on your course proposal from COOL members will be available within Blackboard in the "Blackboard Online Learning Team: BOLT" site within the "COOL Proposal Reviews" area. Please read and reply to this feedback, you may also be asked to revise your proposal. Once you have completed all requirements, the COOL Chair will inform you that your proposal has been approved.

5B. Course Demonstration (for first-time online/hybrid instructors only):

First-time online/hybrid instructors are required to demonstrate their course site to members of the COOL Committee. Please prepare course site with the overall organization plus 2 weeks of content. You will meet with the members of your COOL review team to present this Course Demonstration. We also encourage you to share the course with your colleagues, but this isn't required. Feedback will be provided both at your meeting and following the final committee vote.

For questions regarding Online Teaching, course site design and Blackboard, please complete the Online Teaching/Blackboard Support Request form or email bbhelp@chabotcollege.edu.

6. Formative Evaluation:

Approximately two weeks before your course “goes live,” you are required to have your course reviewed by the Instructional Designer. This can be completed in-person or online. The Instructional Designer will complete The Formative Evaluation checklist. Once your course is ready for the Formative Evaluation, please use the Online Teaching/Blackboard Support Request form and indicate in the comments box "Formative Evaluation" and the CRN of the course that should be reviewed.

The Formative Evaluation checklist is intended as a guide only; not every item will apply to your course goals. A copy of the completed Formative Evaluation will be submitted to Academic Services, the COOL Chair, and the Curriculum Chair.

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