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Instructional Design Process

Below you will find information related to the roles of both the Content Experts and the Instructional Designers in the process of developing the online courses for the KVCC Early Childhood Education Program.

Basic Goals

The goals of this initiative are to create standard web-based "Master" courses that will be used by all instructors who are teaching any of the ECE classes. These web-based files will then be linked inside of Blackboard (Bb) our Learning Management System (LMS) and all the assessment components will be constructed within the Blackboard interface (including assessments, discussions, quizzes, etc.)


The following is an outline of the roles and responsibilities related to this process. These roles will be mentioned in the following workflow descriptions.

  • Content Supervisor - Jessica Powell (
    • Jessica will oversee the content of all the materials created in all the courses to ensure that they are in compliance with the overall curriculum of the program and in line with recognized standards. Jessica is the "Supervisor of Record" for all the Content Experts and Instructional Designers.
  • Department Chair - Mark Kavanaugh (
    • Mark will oversee the instructional design process ensuring that the materials meet the guidelines for online teaching and learning. Mark will also process the new curriculum and syllabi through the KVCC Curriculum Committee.
  • Education Program Staff - Irene Daigle (
    • Irene will be assisting Jessica in her oversight of the content of the courses.
  • Grant Manager - Michelle Webb
    • All timesheets should be sent to Michelle Webb. If you can digitally sign your contracts you can send them via email...or you can mail or fax them to her.

Michelle Webb
92 Western Avenue
Fairfield, ME 04937

FAX 207-453-5010


Please read the following documents:



For each class, we expect the following deliverables:

  • The courses will be designed in line with the structure of the Master Course Syllabus that has been prepared for each class.
  • 10-20 structured Lesson Plans that are designed in accordance with the ALOTA Lesson Plan Instructional Design Model.
  • Standard Syllabus for each course outlining the Lessons and expectations of the Online version of the course.
  • At least 50% of the Lessons must incorporate an interactive Graded Discussion.
  • Lesson Plan Learning Outcomes must align with the Course Objectives for the course and with State of Maine Standards for Early Childhood Education.
  • Assessments identified in each Lesson Plan must address each and every Learning Outcome identified in that Lesson Plan.
  • Complete Blackboard integration with sub-folders for each Lesson containing links to the online Lesson Plans, and links to graded Assessments.
  • Development of highly engaging activities related to the Essential Learning Outcomes (ELO) identified for select classes.
  • Lesson folders for each ELO reside in the "Special Assignment" section of the course.
  • ELO assignments are assessed with a single rubric that integrates the Standard Assessment Rubric for each ELO.

Design Process for the Content Experts

  1. Review the standard syllabus
  2. Edit the Syllabus to include:
    • Inclusion of standard "Online Course" content and "ELO" content.
    • Outline list of the titles of each of the Lessons in the course (Lesson 1, Lesson 2, Lesson 3)
    • Hold off on the outline of Course Activities and other Expectations until the design is complete.
    • Send a copy of the completed syllabus to both the Department Chair and the Content Supervisor for approval.
    • Department Chair will post the final Master Copy of the syllabus to each corresponding Master Course Page.
  3. Communicate to the ID that the Syllabus is ready.
  4. Lesson Plans - For each Lesson Plan identify the following:
    • Attention - this top section of the lesson plan can contain images, links, and any other compelling and related media that will focus the attention of the learner on the current Lesson. It can also provide a brief review of previously learned material needed to complete the current Lesson.
    • Learning Outcomes - this section should contain the identified learning outcomes. These must be written in accordance to Bloom's Taxonomy of Learning Objectives. There should be about 2-5 Learning Outcomes in each Lesson. THESE outcomes will align with the upcoming Assessment section in the Lesson Plan so be sure to limit these outcomes to those you are going to actually measure. Your Teaching may cover more than this, but this section outlines what you are going to actually measure.
    • Teaching - this section contains your notes, lectures, recordings, videos, links, articles, etc. that constitute what you want your students to consume and do to learn the Lesson and prepare for the Assessments.
    • Assessments - this section contains any number of online discussions, assignments (papers, presentations, projects, etc.) and tests (quizzes, exams, reviews, etc.) that measure the Learning Outcomes described in the Lesson. There must be a perfect alignment between what you SAID your students were going to learn in the Lesson and the tools you use to MEASURE the learning.
    • Grading Rubrics - for each Assessment you need to provide information for the Instructional Designer.
      • Online Discussions - these will be graded using the standard grading rubric provided in the course.
      • Assignments - ALL assignments must have a constructed grading rubric that will be used by all instructors to grade these assignments. Some assignments, namely the ELO (Special Assignments) will have rubrics constructed from a standardized rubric utilized by the entire college.
      • Tests - correct answers should be provided for every question.
  5. Special Assignments - for many classes in this program, Essential Learning Outcomes (ELOs) have been mapped into many classes in this program. These assignments should be engaging and more "project-based." Following the same format as the Lesson Plans, the CE will provide the ID with the information needed to construct a Lesson Plan for each of the Special Assignments.
  6. Content Review - While these materials are under construction the CE will continually review the content for errors of any kind and communicate these to the ID.
  7. Prior to being ported to Blackboard, each Lesson must be fully reviewed and approved by the Content Expert, Department Chair and Education Program Staff.
  8. Blackboard Review - Once approved, the content will be ported to the Standard Blackboard shell for the course and all the elements will be built into the interface. At this time the CE will be added to the Blackboard course shell and will review the entire course.
  9. Final Review - When all elements of the course are completed the resulting Standard Blackboard Course will be reviewed by the Content Supervisor, Department Chair, and the Education Program Staff

Design Process for the Instructional Designers

  1. IDs will install Dreamweaver and, following instructions provided by the ID Coordinator, establish a connection to the web server that holds the materials.
  2. Upon receipt of the approved Course Syllabus the ID will construct each of the Lesson Plan folders and Lesson Plans on the web providing Titles for each one. They will also construct the template for the Course Navigator listing each of the Lesson Plan titles.
  3. Upon receipt of materials for each Lesson, the ID will construct each Lesson Plan/Special Assignment in accordance to the format in the Lesson Plan template
    • Text color and size are already standardized in the template document.
    • Movies will be embedded in the document using embed codes from the movie sources whenever possible.
    • All images will be accompanied by brief "alt text" notations.
    • All documents, images, and files will be downloaded and stored in the respective Lesson sub-folder (this is preferable over links to external documents.)
    • Monitor that the Learning Outcomes are appropriately worded and that the Assessments align with the Learning Outcomes.
  4. Blackboard - At any time, the ID can begin working in the corresponding Blackboard environment for the course. Each course is built within a standardized template course with placeholders for many elements of the course.
    1. Post a link to the Course Navigator
    2. Create sub-folders in the Lessons folder for each Lesson - each sub-folder is named for the full title of the Lesson.
    3. Link the online Lesson Plans into each Lesson Folder with the title "Lesson X Lesson Plan - READ THIS FIRST"
    4. Create each of the assessments (discussions, assignments, and tests) along with the related grading rubrics.
    5. Complete these steps for the Special Assignments.
  5. Communicate continually with the ID Coordinator regrading progress on the course and for assistance.
  6. Provide continual feedback to the CE on the progress made in the course.
  7. Blackboard Review
  8. Final Review

Links to Course Materials and Instructions