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There are 4 phrases in the design of an on-campus and/or online course. Each of these phrases need to
be carefully attended to:
i. Pre-design analysis
At this phrase, you need to identify as well as analyse your student population, the facilities and
resources available, the curricular context of the course...
i. Pre-design analysis
Before actually designing the course, you need to first have a clear idea of your target students, the
resources available, and the general curricular requirements of the course. This pre-design analysis
falls into the following categories:
Target students
number of students
demographic information
student status (undergraduate/graduate)
major
in cohort group or not
goals
educational
career
personal
Facilities
size of classroom
lab availability
available technology
Resources
library
online databases
software
community members and institutions
other faculty
Curricular context
course level (introductory/advanced)
prerequisites
required/elective
number of credit hours
ii. Determinging course goals and scope
When you have a clear idea of your students and the context of your course, you are ready to
proceed with defining the following aspects of the course:
Content
scope of course (depth/breadth of content)
prerequisite knowledge
important concepts
Course goals
overall purpose of the course
knowledge and skills the course is to provide
Instructional objectives
higher order thinking skills
basic academic success skills
discipline-specific knowledge and skills
academic enculturation
career preparation
personal development
Learning objectives
observable performance expected of students
conditions under which student are expected to perform
level of acceptable performance
Expectations for student performance
grading criteria and policies
self-assessment tools
samples of assignments
iii. Designing course structure and content
Once the scope and goals of the course are determined, you are ready to proceed with defining the
following aspects of the course:
Course structure
sequencing of readings and activities
content organizational scheme
linear
cumulative
modular
Learning activities
types of activities
types of interactions
expected outcomes
alternative/backup activities
Course materials
texts
software
online resources
Procedures/Course management
turning in work
late submission policy
incomplete policy
revision policy
office hours
contact information
method and timing of feedback
iv. Determing evaluation methods
The final phase of the course design process is to determine both the student assessment methods
and the course evaluation methods:
Student Assessment
Format
Tests and Quizzes
Criterion-referenced
Norm-referenced
Portfolios
Presentations and Demonstrations
Observations
Types
Instructor
Peer
Self
Course Evaluation
Formative