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Course Design Processes
Whether you are designing a course from scratch or translating an existing course for online delivery, the ADDIE model is a useful one for conceptualizing the design process:
(www.regent.edu/admin/ctl/addie/)
| Analyze |
Design |
Develop |
Implement |
Evaluate |
Pre-planning; thinking about the course |
Design your course on paper |
Develop course materials and assemble the course |
Begin teaching |
Look at the course outcomes with a critical eye |
- Design of course
- Audience
- Goal
- Objectives
- Identify content
- Synchronous or asynchronous delivery
- Instructional Strategies
- Assessment Strategies
- Formative Evaluation
- Constraints
|
- Name the learning units of instruction
- Identify content and strategies for an individual unit of instruction
- Write instructions for the learning unit
- Name the menu items for a learning module
|
- Based on design phase
- Build content, assignments, assessments
- Build course structure
- Upload content
|
- Overview of course
- Expectations
- Initiate instruction
- Interaction
- Ask for feedback early on (formative evaluation)
|
- Did the students achieve expected learning outcomes?
- What have you learned?
- How can you make the course better?
|
(http://raleighway.com/addie/)
There are a number of good rubrics and guidelines to use when designing your course:
- CSU Chico Rubric for Online Instruction
One of the best standards for evaluating the quality of online course design. It provides anchors for baseline, effective, and exemplary designs across the following dimensions: (1) learner support and resources, (2) online organization and design, (3) instructional design and delivery, (4) assessment and evaluation of student learning, (5) innovative teaching with technology, and (6) faculty use of student feedback.
- Quality Matters: Peer Course Review Rubric
This site includes a rubric for reviewing the quality of online courses across the following dimensions: (1) course overview and introduction, (2) learning objectives, (3) assessment and measurement, (4) resources and materials, (5) learner interaction, (6) course technology, (7) learner support, and (8) accessibility. This is an excellent resource for assessing the quality of online course design.
- Criteria for Evaluating the Quality of Online Courses
This document from Grant MacEwan College in Edmonton includes a comprehensive checklist to assist instructors in evaluating the effectiveness of their online course design. It is organized into the following sections: (1) general information, (2) accessibility, (3) organization, (4) language, (5) layout, (6) goals and objectives, (7) course content, (8) instructional or learning strategies and opportunities for practice and transfer, (9) learning resources, (10) evaluation, and (11) overall.
- Distance Education Guidelines for Good Practice
This report was prepared by the Higher Education Program and Policy Council of the American Federation of Teachers. It presents fourteen standards for quality design of distance education courses.
- A Design Checklist for Courses Incorporating Technology
"Course design should be an ongoing process based on sound pedagogy, faculty reflection, and student feedback. This checklist is a tool for faculty to use in the design/redesign process as one way to obtain a greater degree of confidence that the course is likely to be successful." This checklist is intended for use with any technology-rich course, whether enhanced, hybrid, or fully online.
