Course Design Conversations
Explore the six modules and single workbook that encompass the course design resource collection. To download a single PDF with all resources attached, click this link.
What is course design?
Course design ranges from small modifications to complete design or re-design. Backward Design is a framework that focuses on what students should be able to know or do by the end of a course (Wiggins & McTighe, 2005; Manis et al., 2022). By keeping the end in mind, we can work backwards and design courses to support meaningful student learning.
Elements of course design
Constructive alignment is a student-centred learning approach to identify, strengthen and align connections between course content, activities, assessment and learning outcomes (Biggs & Tang, 2007; Loughlin et al., 2020). Student learning is enhanced when these three course design elements are connected, aligned and made transparent (Blumberg, 2009). By using student-centred practices, we can design meaningful learning experiences that strengthen connections between people, knowledge and skills (Fink, 2013).
Common questions
Course design is an ongoing journey. Here are some common questions to think about:
- where are students having challenges?
- how can I foster relationships and community in the classroom?
- how do I find the balance between content and activities?
- what strategies can I use to engage students in a large classroom?
The Foundations of Course Design
Whether you are designing a new course, re-designing an existing course, or teaching a course for the first time, this set of resources and workbook can help you intentionally design your course, piece by piece:
- Envisioning the course
- Constructively aligning course elements
- Writing course learning outcomes
- Planning student assessments
- Integrating teaching and learning activities
- Selecting and sequencing course content
- Evaluating the overall course design
Course design is an ongoing journey. Here are some common questions to think about:
- where are students having challenges?
- how can I foster relationships and community in the classroom?
- how do I find the balance between content and activities?
- what strategies can I use to engage students in a large classroom?
1.1 Where to start with course design
Course design is a continuous process and can guide decision making throughout a course lifecycle. All courses have similar course design elements yet where you start depends on the context and how the course fits into the program.
1.2 Constructive Alignment
Constructive alignment is the intentional connection of course elements to ensure that instruction and assessment match the learning outcomes (Biggs, 1996; Loughlin et al, 2020). Alignment spans an entire course design, including learning outcomes, assessments, content selection and activities throughout the course (Blaženka et a., 2023).
1.3 LING 309 Language and Power Summer 2023 (Example for Constructive Alignment)
This example alignment chart demonstrates how course learning outcomes can be aligned to teaching and learning activities and student assessment methods. These include methods that can be used to measure course learning outcomes, specific activities for scaffolding learning in preparation for assessment, and a method of assessment that can be used to measure multiple levels of learning.
1.4 Writing Course Learning Outcomes
Course learning outcomes (CLOs) are statements of what students should be able to demonstrate by the end of the course. Well-defined course learning outcomes provide a strong foundation for course design and fostering student engagement, accountability, and alignment with appropriate activities and assessments. (Hamidi et al., 2024; Osueke et al, 2018)
1.5 Planning Student Assessments
Once you have established the course learning outcomes, the next step is to determine how well students have met those outcomes. Assessment is an ongoing process, generally composed of two main parts formative and summative assessment.
1.6 Teaching and Learning Activities
Teaching and learning activities (TLA) provide the bridge between the course learning outcomes and student assessments. The activities throughout a course influence the student learning experience and student engagement.
1.7 Course Design Workbook
This workbook has questions to reflect on and answer, and guiding prompts to design.
Example course design
Course title: Wellness 101
Course Design Program
The Course Design Program uses evidence-based practical strategies to help inform and direct your course design. This program will help you to develop an overall course design plan and identify practical strategies for designing, teaching, and evaluating your course, whether your course is online, in the classroom, or blended.
Learning Module: Adaptable Course Design
In times of uncertainty and potential disruptions, instructors need strategies and forward thinking to maintain teaching and learning continuity. Adaptable course design takes into account the opportunities within a course that a variety of learning environments and technology have to offer to help with that continuity.
Learning Module: Designing Student Assessments
Assessments are primarily developed to demonstrate achievement of course learning outcomes and serve as a motivational factor in driving student decision-making. This online module provides useful information about how to implement different types of assessments that are aligned to course learning outcomes.
References
Biggs, J. B. & Tang, C. (2011). Teaching for quality learning at university (3rd Ed). Maidenhead: Open University Press.
Blumberg, P. (2009). Maximizing learning through course alignment and experience with different types of knowledge. Innovative Higher Education, 34(2), 93-103
Fink, D.L. (2013). Creating significant learning experiences: an integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2020). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 119–136. https://doi.org/10.1080/21568235.2020.1816197
Manis, A.A., McKenna, L.W., Sculthorp, S. (2022). Systematic assessment of learning in higher education: a comprehensive approach within curriculum design. Educational Research Quarterly, 46(1), 33-45
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandra, VA: ASCD.