Students should have access to a learning environment that enables them to study successfully.
The expected outcome of a well-designed course is that students utilize the provided learning and practice resources. They attend (video) lectures, comprehend the subject matter, engage actively in workgroups, undertake self-study and group tasks, attain satisfactory test scores and appreciate the course.
The redesigned course’s planned learning activities and materials are available to the students through the virtual learning environment (VLE).
The IT infrastructure functions well, and the teacher(s) and students can use various pedagogical methods, including IT software.


The elements of a learning environment
- The diamond diagram with the elements of learning objectives, course content, methods/media, formal and informal tests (methods and criteria) and constraints;
- The pedagogical concept of the programme. What are your pedagogical principles (explained and illustrated with examples);
- The sequence is to order the content, teaching, learning activities and materials. See in Earl, 1987 or Nedermeijer, 2023, par. 8.4.2;
- Quality criteria you want or have to realise in your course;
- Modules to close knowledge gaps (if needed) for certain groups;
6. The necessary learning spaces: lecture hall, instruction rooms, project rooms, practical workrooms, classrooms, computer practical digital exams hall, exam hall, Computer working room, study workplaces and other meeting places;
7. A well-functioning IT infrastructure (e.g. staff, software and hardware);
8. Students and teachers are prepared to use the proposed (IT) pedagogical methods.

Diamond Diagram
Finding a learning process(es) for teaching and learning activities and supporting materials is crucial in course design.
You design a learning process. You analyse whether the learning process will result in the official learning objectives or describe what you think the students will learn. This means that learning objectives play an essential role in the course design.
Remark: Learning objectives are essential. But sometimes, it is more effective to start thinking about learning activities. If you are satisfied, you can find out the learning objectives and if these fit into your official course program.
The diamond diagram is an essential tool for facilitating your course redesign. It allows you to methodically outline your course elements: learning objectives, content, teaching methods/media, evaluation criteria, assessment techniques, and limitations.
Biggs (1996) formulated the principle of constructive alignment, which states that learning objectives, activities, and assessments must be well coordinated.
An up-to-date diamond diagram is the basis for developing your course’s framework, roadmap, blueprint, prototype, and ultimate form.
A good alternative for the diamond diagram is the spiderweb.

The Spider web
Curricular spider web (image and text are from www.slo.nl)
‘The Curricular Spider web presents aspects of education and their relations. The core of the spider web generally concerns the aims and content of learning. Changes to this core usually presuppose changes to many other aspects of (the plan for) learning. The rationale serves as a central link, connecting all other curriculum components. Ideally, these are also connected to each other, providing consistency and coherence’.
‘Using the spider web as a tool helps to develop thinking about the aspects of schooling that are suitable for involving students. Each of the web’s strings represents a different aspect that is related to the rationale. Teachers discuss the involvement of students by answering questions on the nine different strings of education. The answers provide input for further rethinking ways of increasing student participation’.
Handson Toolkit: A good alternative for ‘Bloom’.
Overview of action verbs for learning objective
In case you want… | … use the following action verbs or similar verbs |
your students to better understand a concept, model, relationship, theory, perspective | describe • define • compare • identify • explain • give an example |
your students to apply a concept, model, theory | illustrate • calculate • draw • demonstrate • estimate • measure |
your students to stimulate critical thinking | analyse • classify • determine • interpret • query • examine |
your students to develop practical problem-solving or decision-making skills | advice • consult • predict • debate • evaluate • justify • judge |
your students to stimulate creativity | compose • transform • construct • design • develop |
your students to develop some performance skills | conduct • execute • operate • perform • produce |
your students to develop metacognitive skills (learning how to learn) | reflect • self-assess • self-regulate • self-monitor • identify your learning styles and barriers |
your students to target attitudes, ethics, moral principles, values, beliefs | express • feel confident • inspire • mobilise • motivate • negotiate • collaborate • nurture • respect • respond sensitively • take responsibility • value • commit to • get excited about • tolerate • care for • resolve conflict • suspend judgement |
collaborate • moderate • negotiate • debate • comment • online meeting • review • question • reply • post and blog • network • contribute • chat • instant message • text |
(HandsonICT, 2023)