An Overview of the Digital Learning Course Design and Development Process
IDL6543 will walk you through a systematic process to help you design and develop quality learner-centered online and blended courses. The concepts and strategies that will be covered in this course are rooted in proven research about how people learn and how to encourage deeper transfer and retention of that learning. Below is a brief overview of the instructional design process to design and deliver quality online and blended courses (derived and influenced by models such as the ADDIE model for instructional design, the Backward Design model, and the Constructivist Theory). As you go through this course, you will explore each step below in more detail and be exposed to strategies and resources that you can implement and adapt for your unique courses (notice we have linked the specific modules in which each step is covered in detail).
If you walk away with nothing else from IDL6543, we hope you will walk away with an understanding and appreciation of the steps below.
Identify who you are and who are your students. (Module 2: Exploring Learner-Centered Course Design)
Many factors contribute to the success of quality online or blended courses; however, having an understanding of who you would like to be as a digital learning instructor, your unique teaching and learning philosophies, combined with an understanding of your potential students allows you to start off on the right footing for success. So take the time upfront to research and hone in on your unique teaching and learning philosophy and then allow that to drive your design and pedagogical decisions moving forward.
Plan with the end in mind. (Module 3: Mapping Your Online/Blended Course)
Having clear and measurable goals are perhaps the most important element of a quality course design (regardless of the modality). Take care to identify the measurable outcomes students should achieve by the end of your course. These outcomes should serve as the foundation for your entire course design and should influence every aspect of your course.
Determine organization and course sequencing. (Module 3: Mapping Your Online/Blended Course)
Once measurable outcomes (course objectives) have been identified for your course, the next step is to give intentional consideration to how you will organize and sequence your course in a way that supports students in achieving the course objectives. As you consider the logical order and sequence of your course, be sure to give thought to the depth and breadth that will be covered and what is suitable for your specific course level, time constraints (is this a semester-long course, or just a few weeks), and learner demographic. At this stage, it may be prudent to also consider the use of a planning tool such as a course map or blueprint to help you through this process.
Plan assessments and interactions. (Module 3: Mapping Your Online/Blended Course)
Identifying the assessments and interactive activities that students will complete to support their achievement of the learning objectives is the next critical step in the process. The focus here should not solely be on assessing student achievement (though that is of great importance) but should also prioritize feedback, engagement, collaboration, and reflection, all of which are central to a learner's success in knowledge retention and mastery. When identifying assessment and interactive activities for your course, be sure to aim for authenticity and alignment with course goals and emphasize growth rather than grades. "Not all assessments have to be graded or need to have a point-value; however all assessments in a course should be meaningful, contributing to the desired learning outcome" (Course Map, n.d.) Links to an external site..
Select and/or create instructional materials. (Module 4: Selecting and Creating Instructional Materials)
Having now created a strong foundation for your course design, consider what resources or methods of instruction students will need to best support them in successfully completing the learning activities and assessments. Be sure to give careful consideration to what resources and materials you may already have and what may need to be created. Prioritize variety here to address varying learner needs and try to rethink your instruction (consider alternatives to the traditional 'lecture to student' format) and maximize the benefits of the digital learning modality. And of course, as with all course elements ensure that instructional materials are directly aligned with the course objectives.
Integrate technology. (Module 5: Using Technology to Support Learning)
Once you've outlined and developed a detailed plan for your course, consider what tools and technology you can use to implement it. For many instructors, that includes an institution-based learning management system (such as Canvas). Be sure to take inventory of the tools, technologies, and support available to you. However, consider what additional tools and technology you can use that may help you maximize the digital learning environment for your students and enhance their learning experience. This is also where you can begin to intentionally craft the look and feel of your course. Consider how you can use graphics to enhance and add a unique "personality" to your course.
Facilitate, communicate, and provide support. (Module 8: Facilitating Your Online/Blended Course)
The instructor's role in successful online courses transitions away from the deliverer of instruction to the facilitator or guide of that instruction. When preparing to facilitate an online or blended course, give careful consideration to (1) how you will communicate the course goals and expectations to students, (2) how you will provide support to guide your students through the learning experience, and (3) how you will provide meaningful feedback and instruction. There are many elements that will impact your course facilitation, but the key here should be centered on how you can create and foster an inclusive and supportive learning community for your students that encourages meaningful interaction with you, the content, other students, and themselves.
Evaluate and revise. (Module 9: Evaluating Your Online/Blended Course & Continued Learning)
Evaluation and revision really should take place at each step of the process. As you move through the process, be sure to take a step back, reflect on what you have created and consider how you may be able to make improvements. However, once you've implemented and delivered your online or blended course, consider recruiting feedback on your course design and teaching from others (students, colleagues, instructional designers) and allowing that feedback to influence future improvements and revisions for your course.