What are people saying?

“HIDOC is a must-read for educators who are passionate about  harnessing the full potential of online education and ushering in a new  era of inspired and effective learning.”

― Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA

 “HIDOC is thoughtful, pragmatic, and supported by theory. It is  a design model that many will find valuable, whether they have the  affordance of working with Learning Designers or are tasked with  designing online learning experiences on their own.”

― Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and  Development (retired), World Campus, The Pennsylvania State University,  USA

 “These authors deeply understand the challenges faced by  faculty and IDs in creating an engaging and impactful course, and a  genuine feeling of support is palpable as you work through the steps  they have laid out for you.”

― Deb Adair, Ph.D., Chief Executive Officer, Quality Matters

 “What I love about the HIDOC model and this book is its flexible, adaptable, and pragmatic approach to designing online courses. The eight-step model can be applied incrementally, in an agile manner, or on an ad-hoc basis. This adaptability empowers you to create online courses quickly, focusing on the essential elements that will best support your students. The authors provide a plethora of practical examples to help guide the reader in designing their own online courses.”

—Wendy Tietz, Ph.D., CPA, CMA, CGMA, CSCA, Professor, Ambassador Crawford College of Business and Entrepreneurship, Kent State University 

 “In a post-pandemic age when design expertise is in high demand, Simunich, Gregg, and Ralston-Berg offer the experience of working with an instructional designer to any faculty member. Written in an accessible ‘workshop’ tone, this book systematically guides instructors through 8 practical steps with hands-on design documents and faculty-ID collaboration scenarios. With the help of HIDOC, new and seasoned instructors can successfully take their online courses from inception to launch, using resources typically made available only through consultation with an ID. This text is a must-have for institutions, schools, and departments interested in scaling quality online course design.” 

—Rae Mancilla, Ed.D., Assistant Director of Online Learning, Office of Online Learning, University of Pittsburgh 

 “This is the book on online course design and development that you didn’t know you needed, and that you should now never be without! It is immensely practical, and focused on how to accomplish an excellent, engaging online course with a new model drawn from research and best practice. The highly experienced authors have created a practical and pragmatic guided ‘how to’ that is sure to be used by faculty and students of instructional design alike.”

—Sasha Thackaberry, Ph.D., Senior Vice President of Wave, D2L 

 “Laid out in an easy-to-follow fashion with wonderful tips for the entire design process, HIDOC promises to be a great addition to anyone’s library of ‘how to’ for online course design, whether you’re a new or experienced online instructor. The book also does a wonderful job of differentiating true online course design from the ‘emergency remote’ courses that happened during the pandemic. One of my favorite parts, though, is scenarios at every step of the process between a faculty member and an instructional designer. The faculty/ID team is so crucial to successful course design, yet the roles are often misunderstood; these scenarios help clarify those roles and how to work together effectively.” 

—Barbara W. Altman, Ph.D., Associate Professor of Management, College of Business Administration, Texas A&M University–Central Texas 

 “Whether you’re creating an online course for the first time, or wanting to improve the quality of your online teaching experience, HIDOC meets you where you are and guides you through the pedagogical planning of course design with added tips that will greatly enhance your teaching interactions and your students’ learning experience. This research-based, but very practical guide, turns the challenge of designing a quality online course into an easily obtainable, and perhaps even enjoyable, experience. The book itself is a great fit for individual faculty, faculty cohort/collaborative design approaches, IDs and ID teams, as well as centers for teaching and learning. I also strongly recommend it for senior leadership who want to better understand the deep and challenging work of designing quality online learning.” 

—Valerie Kelly,Associate Vice-President, Kent State Online, Kent State University 

“The HIDOC handbook is a must-have for any instructor developing an online course.  What makes this book unique is that it focuses on the design of online course instruction, using a model specific to the online format, and providing a solid pathway for the course development process.  In addition, HIDOC is responsive to the current cultural context, with an emphasis on inclusive design. While this handbook is likely to be helpful to instructors of all disciplines, those teaching STEM in particular may appreciate the very organized, step-by-step process of how to create high-quality online education.”

—Sarah Zappe, Ph.D., Assistant Dean for Teaching and Learning, College of Engineering, The Pennsylvania State University