Four different descriptions of the course design process
- Sketch of the 10-stage Course Design and Development process. A brief explanation of each stage is provided below.
- The possibility to follow the Moodle Workshop Blended Learning.
In the Virtual Learning Moodle workshop the 10-stage Course Design and Development process is followed. - A brief explanation of the main considerations behind the new Course Design Approach applied in this website.
Here I presents the comprehensive analysis of design activities in technical design, complex problem solving, and design thinking. The findings are utilized to enhance existing course design methodologies.
More background can be found in my book. - A brief explanation of each stage in the Basic Design and Development process. (in progres)
The 10-Stage Course Design and Development process explained ...
This process is advised in the design situation that: The teacher designer has several new ideas for crucial changes in the pedagogical approach for which (s)he has to redesign the complete course.For example, implement the idea of ‘blended learning’ or ‘active learning.
The teacher-designers do not yet have clear ideas about the format of the changes. The main aspects of the program will change: there are no simple solutions. The design process is more complex and requires a greater depth of knowledge and creativity. The teacher-designer should invest extra time in modifying the current course program.
Designing a course is not just about crafting objectives, but about developing the learning process.
Stage 1 Prepare and discuss the design brief with the design assignment and DD process.
When you start redesigning your course, you first consider how to approach your course design task. There is no standard course design and development process that you can follow step-by-step. The difficulty and complexity of the design task, along with your experience as a teacher designer, determine your course redesign and development process. The consequence is that the teacher designer should create their version of the Basic DD process.
There are two main tasks.
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- Prepare a ‘design brief’ to explain your course design task.
- Prepare the document development (DD) process you would like to follow to complete the design task.
Stage 2 Collect information for the selection of the pedagogical options
Additional pedagogical and disciplinary background information is required to execute the course design process (DD process) productively. The information is necessary to gain a sufficient understanding of the design assignment and subsequently develop and select ideas for potential solutions.
An often forgotten source of information is the reconstruction of the old version of the course: what were the good parts and which were not? Why did it look the way it did?
The collected information will be organised by elaborating on the intermediate products: the diamond diagram, the learning environment and possibly an initial version of the route map(s).
The main activities are:
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- Collect additional information needed during the design process to prepare the intermediate products.
- Select interesting IT ideas to introduce blended learning.
- Analyse the pedagogical consequences of the formulated problems or wishes using the design tool of the eight design principles for MHE.
- Formulate and evaluate potential solutions. Choose the best one.
Stage 3 Formulate your ideas on IT options and what you expects
To assist you with selecting IT options, you can find an overview by clicking here.
Select the design principles and the IT options for your pedagogical concept.
You answer the following questions:
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- What IT options do you want to introduce in (a part of) your course?
- Why did you select these changes? What are the benefits?
- Are there other pedagogical options of modern higher education besides the IT options you would like to introduce?
Stage 4 How do you want to realise the selected ideas for using IT?
Face-to-face (F2F), Information Technology (IT), and self-study learning activities ought to be combined in a manner that is effective, efficient, well-liked, valued, and feasible.
The main activities are:
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- Determine how you plan to realise your selected IT ideas for implementing IT solutions.
- Identify the requirements necessary to achieve the redesign.
- Examine the different texts regarding IT options to determine if you wish to modify your list.
Stage 5 Fill in the Diamond Diagram and the Pedagogical Concept for your course
The description of two essential elements of the learning environment required in course design will be formulated: the diamond diagram and the pedagogical concept, which explain your perspective for your course. Please click on the hyperlinks for further information about these two elements.
In this step, the main activities are:
- Use the information already available to fill in the five elements of the diamond diagram. You can systematically describe your course using the diamond diagram, which includes learning objectives, course content, methods and media, success criteria, and test methods and constraints. An alternative is the Spider Diagram.
- Collect any necessary additional pedagogic and discipline information.
- Check if the five elements of the diamond diagram are logically related (constructive alignment).
- Select the design principles and the IT options for your pedagogical concept. Describe your pedagogical concept.
- Complete the initial draft of the description of the learning environment.
Stage 6 Make a Route Map of one of your courses.
In a Route Map, you visualise your course outline. What are the main topics and learning activities? In what sequence will the students study the topics? What learning paths will they follow?
The main tasks are:
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- Develop the Route map step by step. In the Route Map, indicate where you want to introduce the IT options you selected (and, if needed, additional options of modern higher education).
- Prepare the sequence in which the content will be presented. This means splitting your course content into smaller or larger topics and following a specific order that supports and motivates the students to master the learning objectives.
- Visualise the Route map. This offers the possibility of a reality check by making your thoughts visible. This allows you to assess whether your ideas will have the desired effect and are practically feasible.
- Evaluate if your description will result in an effective, efficient, valued, well-liked and feasible education. Also, check if you will reach the qualities you formulated. Adjust the diamond diagram if necessary.
Stage 7 Design new learning activities, materials and tests
The main tasks in this stage are:
- Prepare the learning activities that are new to you.
- Check the type of learning activity level using the list of verbs.
- Look for possibilities to use existing learning materials available on the internet.
Stage 8 Elaborate the Route map into the Blueprint
The course route map will be detailed in a comprehensive Blueprint.
The Blueprint is a detailed course description that outlines how your course is expected to be executed.
The Blueprint will describe each topic, outlining the required student learning activities, anticipated learning outcomes, instructional activities, ICT utilisation and practical exercises, among other aspects described in the learning environment.
The Blueprint is designed to help you evaluate your satisfaction with the final lesson plan and the teaching and learning outcomes you have formulated.
The main activities are:
- Assess whether the learning process is realistic and motivating for students.
- Does the design meet the needs of diverse student groups?
- Verify the feasibility of teaching activities for both you and the students, as well as for management.
Stage 9 Deliver the (re)designed blended course
The main activities are:
- Insert the final versions of the topic titles in the Virtual Learning environment;
- Follow the Blueprint and the Route Map and elaborate on the required learning activities and materials;
- Not all activities and materials are ready for use. Make an analysis and a work plan necessary to complete the blended learning course for both short and longer times;
- Prepare the teaching and learning activities and materials in the format you want using the available checklists;
- Discuss with your colleagues and the management regarding the effects of the course on the curriculum;
- Prepare the students’ coursebooks, curriculum study guides, and quality assurance documents.
Stage 10 Evaluate and assess the quality of the design results
The main activities are:
- Prepare a pilot project or short tryouts before you start the redesigned course;
- Decide which evaluative information should be collected during the implementation of the new course and how this can be collected;
- Discuss the project plan with your colleagues and management;
- Make a course description for your institute and the students on your website.
