ELearning/Course design: Difference between revisions
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Conceptually designing and documenting the course by establishing learning requirements, instructional strategies that will enable learners to achieve the learning requirements, and student support strategies to motivate and encourage student accomplishment. | Conceptually designing and documenting the course by establishing learning requirements, instructional strategies that will enable learners to achieve the learning requirements, and student support strategies to motivate and encourage student accomplishment. | ||
==[[Learning requirements]]== | ==[[ELearning/Course_design/Learning_requirements | Learning requirements]]== | ||
Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes. Learning requirements include . . . | Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes. Learning requirements include . . . | ||
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Descriptions of front-end analysis results, contexts, relevant learner characteristics, course goals and objectives, prerequisites and priorities. | Descriptions of front-end analysis results, contexts, relevant learner characteristics, course goals and objectives, prerequisites and priorities. | ||
==[[Instructional strategies]]== | ==[[ELearning/Course_design/Instructional_strategies | Instructional strategies]]== | ||
Establishing an overall approach, and then identifying the specific learning events and activities consistent with your approach. | Establishing an overall approach, and then identifying the specific learning events and activities consistent with your approach. | ||
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A completed course design subject to revision based on selected supporting strategies. | A completed course design subject to revision based on selected supporting strategies. | ||
==[[Supporting strategies]]== | ==[[ELearning/Course_design/Supporting_strategies | Supporting strategies]]== | ||
Identifying student support strategies you will use to motivate, coach, and support student learning. Some strategies will alter your instructional plan in ways that make learning easier and more robust, while others will refer learners to support services provided by the organization. | Identifying student support strategies you will use to motivate, coach, and support student learning. Some strategies will alter your instructional plan in ways that make learning easier and more robust, while others will refer learners to support services provided by the organization. | ||
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⇑ [[ | ⇑ [[ELearning/Course_development | Up to Course development]] | ||
⇑ ⇑ [[ELearning | Up to Home]] | ⇑ ⇑ [[ELearning | Up to Home]] | ||
Latest revision as of 20:39, 7 January 2025
Conceptually designing and documenting the course by establishing learning requirements, instructional strategies that will enable learners to achieve the learning requirements, and student support strategies to motivate and encourage student accomplishment.
Learning requirements
Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes. Learning requirements include . . .
- Conducting front-end analyses
- Describing the learning, application, and development contexts
- Describing learner characteristics
- Describing learning goals and objectives
- Describing prerequisites and priorities
Output: Requirements summary
Descriptions of front-end analysis results, contexts, relevant learner characteristics, course goals and objectives, prerequisites and priorities.
Instructional strategies
Establishing an overall approach, and then identifying the specific learning events and activities consistent with your approach.
- Selecting the course delivery model (classroom, hybrid, online synchronous and asynchronous)
- Selecting the specific course structure (pedagogy, or logic of instruction)
- Establishing the instructional events you will create within each learning module or unit
- Identifying specific learning activities and steps for each event
Output: Instructional design draft
A completed course design subject to revision based on selected supporting strategies.
Supporting strategies
Identifying student support strategies you will use to motivate, coach, and support student learning. Some strategies will alter your instructional plan in ways that make learning easier and more robust, while others will refer learners to support services provided by the organization.
- Overview of retention issues
- Cognitive support
- Motivational support
- Technical support
Output: Finalized instructional design
Two essential outputs are expected once you have completed your course plan.
- A plan of instruction with all elements aligned to the course goals and objectives that includes appropriate cognitive, motivational, and technical supports
- A partially completed Component Control Document with the first three columns completed.
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