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This project evaluated the viability of shared course development (SCD) and identified the necessary baseline mechanisms, principles, policies, and procedures for future joint course development collaborations.

Although collaborative course design is still relatively new in Ontario, our institutionally-based project teams identified and researched a number of successful examples from Australia, Canada, Europe, New Zealand, the United Kingdom, and the United States.

These successful models demonstrated the transformative possibilities of blended learning, expanded course variety, maintained or enhanced the breadth of course offerings, and reduced institution-specific development costs while maintaining delivery autonomy. They also focused on enhancing student learning and produced momentum for instructional improvement and course re-design among collaborating institutions. This report concludes that there is considerable value to the development of collaborative institutional cultures in and of itself, and that collaborative capacity will become an increasingly important core competency in the more differentiated and change-oriented university sector that is emerging

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collaborative course design, blended learning, student learning


Education | Higher Education | Scholarship of Teaching and Learning


A Ministry of Training, Colleges, and Universities Productivity and Innovation Fund Initiative.

We gratefully acknowledge the contributions of many people from the University of Windsor, Carleton University, Trent University, University of Ontario Institute of Technology, and York University

Shared Modular Course Development:  A Feasibility Study