Course Design & Development Process

We recommend that faculty follow the following adopted course design and development processes for online courses to support quality standards for online learning. The full course development process timeline spans 10 - 14 weeks, leaving an additional 3 - 4 weeks before the start of the term to allow for pre-semester preparation. The time needed to develop a course depends on many factors and will vary from instructor to instructor. The UAH instructional designer is available to collaborate with faculty members during the process.

The course design and development process consist of the following seven interrelated phases.

Analysis

The course analysis phase is an opportunity for you to explore the needs of the students in your class and consider the department curriculum and course content expectations.

  • Faculty member gets course approved and makes certain the course is listed as an “O” (Online), in Banner.
  • Faculty member collects existing course materials: syllabus, textbooks, and etc.
  • Faculty member and instructional designer review the Online Learning Policies and Course Evaluation Rubric.
  • Faculty member and instructional designer review the course development survey and the instructor-proposed materials, such as program objectives, course objectives, face-to-face syllabi, textbooks, etc.

Design

The course design plan is created during the design phase. The course design plan provides a working draft of your learning objectives, assessments, and learning activities.

During the course design phase, the instructional designer will guide faculty members through planning their online course and document it in our course design planning template. This template allows us to define critical information.

  • Faculty member and instructional designer collaborate to review course goal(s), major course topics, and learning objectives.
  • Instructional designer shares the Bloom’s taxonomy table with the faculty member and makes suggestions about types of effective online assessments that measure and match the rigor of each module's learning objectives.
  • Faculty member drafts assessments and assessment rubrics (if applicable) for the course.
  • Faculty member, with help from instructional designer, plans weekly supporting materials (reading, videos, multimedia, simulations, etc.) and types of effective online activities.

Development

During the course development phase, the faculty member and the instructional designer will gather and create material, finalize and test activities and assignments.

  • Faculty member, with help from instructional designer, produces or acquires content for the activities, supporting materials, and assessments.
  • Faculty member creates welcome message introduction video.
  • Faculty member, with help from instructional designer, plans and records lecture capture videos (with transcripts).
  • Faculty member, with help from instructional designer, prepares course syllabus based on the Course Introduction Module.

Production

During the production phase, the faculty member and the instructional designer build the course in the Canvas Template playground course.

  • Faculty member and instructional designer build course in Canvas based on the Course Design Planning Template.
  • Faculty member and instructional designer test and edit materials for quality and accessibility.

Implementation/Delivery

Course implementation is the phase in which the course is actually delivered or taught.

  • Faculty member imports pre-built course shell into the new semester’s section in Canvas.
  • After importing, click the Course Setup Checklist
  • Click the Publish Course link
  • Once the class begins faculty members should use some of the following best practices:
    • Enable Panopto (if necessary).
    • Arrange navigation.
    • Hide class materials from student view (if necessary).
    • Create a personal information message/announcement and post the first week of class.
    • Monitor and respond to class discussion postings.
    • Monitor the class e-mail for new messages.
    • Send weekly announcements.
    • Post information about office hours.
    • Grade assignments.
    • Update the class schedule, as needed.

Evaluation

To evaluate course development process:

  • Instructional designer sends course development survey to faculty member.
  • Faculty member completes course development process survey.

For academic course evaluation:

  • Faculty member sends out course evaluation survey to students.
  • Instructional designer collects course survey data.

Maintenance & Revision

The course analysis phase is an opportunity for you to improve the course based on formal and informal feedback.

  • Faculty member (with assistance from instructional designer if needed) will fix any broken links, replace outdated articles and videos, and review navigation.
  • Faculty member submits a request for meeting with instructional designer if course goals change to reevaluate course learning outcomes and assessment alignment.
  • Instructional designer reviews course learning outcomes and assessment alignment in the event course goals change based on availability.