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About Course Design

  • Course design is the process and methodology of creating quality learning environments and experiences for students. Through deliberate and structured expose to instructional materials, learning activities, and interaction, students are able to access information, obtain skills, and practice higher levels of thinking. The focus of course design is to put together the optimal learning experiences for students in an environment that is supportive and appreciative of learning and intellectual development.

    The backdrop behind effective course design is that the courses themselves constitute the foundation of teaching and learning. An effective design means more students will be able to participate in deeper learning experiences that foster successful learning. At Capital University, the science of good course design is upheld and all of the components of a course are deliberate. Whether in general education or program-specific education, courses must constitute the foundation of student learning. Therefore, effective course design should result in our programs making a positive impact and resulting in the appropriate intended student outcomes. See Figure 1 for an illustration of the overall structure of course designs. Program identification, together with effective course design, should make for optimal student learning and the achievement of intended student outcomes.

    Course Design Resources

    Course Design Process  |  Course Design Standards

    About Course Design


    Links to Additional Resources

     

    • Churches, A. (n.d.). Bloom’s digital taxonomy. Retrieved fromhttp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
    • Fink, L. D. (August, 2010). Designing courses for more significant student learning. Workshop presentation at Capital University Faculty Forum, Columbus, Ohio.
    • Moore, M. G. (1989). Three types of interactions. American Journal of Distance Education, 3 (2), 1-7.
    • Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8 (2), 30-42.
    • Quality Matters (n.d.). Quality Matters Higher Education Program. Available at:http://www.qmprogram.org/higher-education-program.
    • Jonassen, David, Ed. and Land, Susan, Ed. (2012). Theoretical Foundations of Learning Environments (2nd edition). Routledge, Taylor & Francis Group.