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Creating an Online Psychology Course for UW-Milwaukee PowerPoint PPT Presentation

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Collaborative Course Building: Professors and Publisher Linda Scharp, McGraw-Hill Higher Education, Learning Solutions Diane M. Reddy, University of Wisconsin-Milwaukee Raymond Fleming, University of Wisconsin-Milwaukee. Creating an Online Psychology Course for UW-Milwaukee.

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Creating an Online Psychology Course for UW-Milwaukee

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Collaborative Course Building: Professors and PublisherLinda Scharp, McGraw-Hill Higher Education, Learning SolutionsDiane M. Reddy, University of Wisconsin-MilwaukeeRaymond Fleming, University of Wisconsin-Milwaukee

Creating an Online Psychology Course for UW-Milwaukee

  • Partner: McGraw-Hill Learning Solutions

  • McGraw-Hill worked with us to tailor the course to meet our learning objectives.

Step-by-Step #1

  • Worked with a Learning Solutions manager to set up preview of the course.

  • McGraw-Hill courses are developed topically, so we could choose the topics we wanted to include.

Step-by-Step #2

  • Our Ph.D. students were given access to the course in an online “viewer” and submitted written reviews of the course.

Step-by-Step #3

  • McGraw-Hill Learning Solutions group collaborated with us to create a course that reflected our reviews.

  • McGraw-Hill Learning Solutions group

    ordered the course topics according to our desired sequence,

    created a new topic, and

    added videoclips based upon the reviewer comments.

Step-by-Step #4

  • We selected an introduction to psychology textbook that most closely met our needs.

Step-by-Step #5

  • MGH Learning Solutions beta-tested the course in our course management system.

  • We worked through the usual minor glitches, but SCORM compliance really helped keep those at a minimum.

  • MGH delivered the course to us ready to go.

The 80/20 Rule

  • MGH Learning Solutions had about 80% of the course we needed developed and ready to go.

  • Through the review process and collaboration, we made it “our” course by re-sequencing topics and selecting learning activities.

  • In other words, we added our 20% to get a unique course that works for our students.

Collaboration Produced a Successful Online Course

  • Saved course development time

  • Increased student access

  • Increased student learning

Most Classes


During These




Took Their


During These


Student Evaluations

Dear Professor Reddy,Finishing up my last quiz in your Introduction to Psychology online course acouple of weeks ago was very self-fulfilling. It is a great feeling ofaccomplishment.Although at first I was skeptical about how much knowledge Iwould actually obtain without the personal influence of an instructor I wasvery much surprised about the amount of material that I can recall and actuallyintegrate into my everyday life.Your TA's were absolutely awesome in providinghelp and encouragement.Everyone has busy schedules these days includingmyself. While only a freshman at UWM, I am trying to pull off an almost fulltime job in order to pay for my schooling. I also live off campus. Thisopportunity allowed me to take the free time that I do have and put it to gooduse. This online course was absolutely wonderful and I would love to takeanother of the same type in my future endeavors here at UWM.




Access to


Sample Characteristics (cumulative exam-takers)

Sample Characteristics (cumulative exam-takers)

Cumulative Exam Performance by Course Type

t(71) = 2.441,

p = .017

What made this online course so successful?

McGraw-Hill’s Learning Solutions dedicated team of instructional designers, editors, and technical specialists empowered me to create a more interactive, successful learning experience for my students.

What sets McGraw-Hill

online courses apart?

  • Development Methodology

  • Modular Format

  • Design Considerations

Courses Follow “Critical Path”

MHHE course objectives were designed to highlight key topics and to focus on the concepts students have difficulty understanding—theCritical Path

Survey of Experts

20-30 Subject Matter Experts identified:

  • 7 to 10 key topics anyone who takes the course should learn

  • 7 to 10 concepts that give their students the most trouble

MHHE online course objectives are correlated with Bloom’s Taxonomy and aim for

  • 25% at levels 1,2

  • 50% at levels 3,4

  • 25% at levels 5,6

Bloom’s Taxonomy

6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Knowledge

Modular Format

All of MHHE courses are built in topical learning modules:

  • Self-contained

  • Reconfigurable

  • Topics & subtopics for each week

SCORM Compliance

SCORM (Sharable Content Object Reference Model)

  • Enables web-based learning systems to:

    • find, import, share, reuse, and export learning content in a standardized way

  • Automates populating course information into course management systems.

Section 508 of ADA Compliance

Each screen contains “clickable” icons so students can:

  • Adjust the size of the font

  • Read the audio narration

  • Adjust the volume

  • Navigate to the next screen – from top & bottom of page to limit scrolling


Every course has an extensive glossary of key terms.

  • Accessible via top navigation bar

  • Review terms alphabetically

    • For the entire course

    • For any week

  • Key terms are also accessible as rollovers.

Case Studies & Learning Objects

  • Interactive environment allows students to apply learning

  • Students are motivated to learn by reviewing terms formatted in games.

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