Effective course design begins with understanding who your students are, deciding what you want them to learn; determining how you will measure student learning; and planning activities, assignments and materials that support student learning. For all interactions with students plan ahead by ask yourself:

  1. Who are the students?
  2. What do I want students to be able to do?
  3. How will I measure students’ abilities?

While our courses vary in size, level and modality, effective course design helps determine what skills knowledge and attitudes successful students will have and how those outcomes will be evidenced.

Course Design Process - Analyze, Identify, Determine Evidence, Plan Learning Experiences, Reflection

“Instructional designers often have a wealth of knowledge on learning theory and best practices at their fingertips. I can claim expertise on my subject area but it doesn’t mean that I always know the best approaches to help students learn it. The instructional designer whom I worked with used a particular tool in cuLearn to build a clean and simple interface for content navigation.”

“The EDC instructional designer rotated my course optics, removed the red eye, and zoomed in on the learning outcomes and critical reminders. The course content is the same but the students are now able to navigate easily because the signposts are clear, the pathways swept, and there are speed bumps along the way.”

“Last year I put my first course online through EDC. The instructional designer made it all so easy. Initial and ongoing support was awesome.”

Working with an Instructional Designer

Working with an instructional designer at the EDC could involve a single meeting to gain some fresh teaching ideas or teaming up for a full course design or re-design project. The ID will become familiar with your teaching philosophy, teaching goals and help you use sound pedagogy and integrated technology to meet these goals.

An ID can also suggest services offered by other professionals and teams who can further assist you in their area of expertise, for example:

Assessing our Work

Teaching and Learning Services uses a set of guidelines when evaluating online courses developed in collaboration between instructors and our staff members. These guidelines can also be used as a ‘self-evaluation’ tool to assist instructors in designing a new online course or in revising an existing one.

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