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