Instructional Design Process
As you can imagine, developing a course is a complex process with many moving parts. It is also very rewarding once you see the final product online and hear the success stories from students and instructors!
In this next section, I'll highlight some of the key processes that I use in designing a course. Of course this may vary based on the the needs of learners, instructors and the institution.
In this next section, I'll highlight some of the key processes that I use in designing a course. Of course this may vary based on the the needs of learners, instructors and the institution.
Key Questions
As we begin planning for a new course, I typically sit with the curriculum team and we ask some of the following questions:
- What is the course? What are the 'big picture' ideas or the main take-aways?
- How does this course fit in with the program?
- If a previous course exists, has there been any feedback from students and instructors?
- And...the most important questions:
- Who are the students? What is the typical age, gender, work experience, culture, etc.? What are their interests, learning styles, and needs?
Big Ideas
Another strategy to use before getting into the details of a course is identifying the Big Ideas (Wiggins & McTighe, 2005). Below is an image from Stanford University (adapted) that takes us through the process of deciding the big ideas, essential questions, key knowledge and skills, and learning activities.
Another strategy to use before getting into the details of a course is identifying the Big Ideas (Wiggins & McTighe, 2005). Below is an image from Stanford University (adapted) that takes us through the process of deciding the big ideas, essential questions, key knowledge and skills, and learning activities.
Once we’ve answered all of these questions, we’re ready for the four key parts of the development process:
Planning
The most important part of course design is the planning. After the initial stages of needs analysis (what do the students/instructors need) and hiring phase (who will write the course), the development teach creates a plan, or a blueprint of the course. In developing this document we focus on the development of learning outcomes that are measurable, and then ensure that the supporting activities and assessments are mapped directly to these outcomes.
Below is an examples of part of a blueprint document. For a blueprint template for TWU courses, click here.
Below is an examples of part of a blueprint document. For a blueprint template for TWU courses, click here.
Once the blueprint has been approved by the curriculum team, the writer can begin writing the lessons.
For more information and ideas for learning outcomes, activities and assessments, see the links below.
For more information and ideas for learning outcomes, activities and assessments, see the links below.