Course Design and Development

eLearning Support


Phone: 989-686-9401

Email: elearning@delta.edu

Mon-Thu: 8:00 am - 4:30 pm

Friday: 8:00 am - 4:00 pm

Course Design and Development

Course development focuses on the quality of blended and online courses. In addition, course development also focuses on the effective use of instructional and learning technologies (i.e. Web conferencing, lecture capture, etc.) that can support/enhance students learning. eLearning assist faculty with the design and development of inclusive courses following best practices of Universal Design for Learning.

Services offered:

  • Course accessibility reviews.
  • Design/development of blended and online courses (using publisher’s content or OERs).
  • Instructional design consultations.
  • Efficient and effective use of instructional technology and tools.
  • Integration of media and digital resources.

Course accessibility reviews

Faculty and eLearning staff review the accessibility of instructional content and technology used, and identify and select/develop alternate formats.

Process:

  1. Instructor requests eLearning to review a course.
  2. eLearning reviews course using accessibility/usability checklist and UDL best practices.
  3. eLearning retrofits content (when possible) and emails course accessibility review to faculty member.
  4. Instructor and eLearning set up a meeting or discuss via email course review recommendations.

Design/development of blended and online courses

Course content is one of many important elements in course design. With the amount of information and communication technologies available at our fingertips, the instructor’s role shifts from being a knowledge dispenser to a creator, curator, facilitator, and monitor of effective learning experiences.

Using a systemic approach to develop a course based on a backwards instructional design model, will help instructors to focus on each of the key elements of a course. Backwards design emphasizes the need to start with the end point (learning objectives) in mind, and by taking this approach we can ensure that the course content is organized and supports the learning objectives.

Understanding by Design (UbD)

Understanding by Design is a framework based on backwards design presented by Grant Wiggins and Jay McTighe. The UbD framework is composed by three simple stages.

Stage 1: Identify desired results – In this stage the instructor must identify or define the learning goals at the course level, unit level or lesson level.

Stage 2: Determine acceptable evidence – What assessments or performance tasks students will complete to demonstrate evidence of learning or competency?

Stage 3: Plan learning activities and instructional strategies – Once learning goals are identified and assessment methods established, the instructor can identify which strategies would work best to help students reach the learning goals.

More information about UbD can be found in ASCD Professional Association of Educators