The course design process should be rational: The necessity of the course within the overall curriculum should first be established; then a conceptual framework for the course should be designed, followed by the detailed development of course materials.
Each course should contain a clear statement of the learning outcomes to be achieved after successful completion. These results will be specified in terms of knowledge, skills, professional competences and personal development.
The development of each course should include a clearly documented course specification describing the relationship between learning objectives and outcomes, teaching and learning activities and assessment methods.
The dimensions in connection with the course design are described in more detail in this video.
Video in course design. (Source: EADTU Link: :https://youtu.be/5ooFa2OiSbo)
The following five dimensions are decisive for the quality of the course design. In addition, there are subfeatures for each of the dimensions. You can find detailed information in the section E-xcellence manual. An overview is presented below in this table:
An overview of quality-related dimensions and sub-characteristics for course design.
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Quality related dimensions |
Quality related sub-characteristics |
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Educational strategy |
The establishment of an appropriate educational approach is an important phase of course design. Blended Learning Models Roles of tutors and mentors in the field of e-learning Independent learning materials that stimulate active and sustainable learning. |
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The course design process |
Relationship to curriculum Concept and specification, i.e. the coverage of the course; all required knowledge; the main teaching techniques used; the likely methods required for assessment; the expertise required by the teaching staff; the professional skills required by the course development staff; an indication of the length of study required. Learning and content design. The interaction of the students with the course material is a key factor in e-learning. |
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Materials and production design |
Technical Design User interface E-learning elements and activities must allow flexibility in terms of time and place of study. The use of Open educational resources (OER) The use of Massive Open online Courses (MOOC) The materials needed to support e-learning are diverse and there is no single methodology for managing their development. The processes for creating course material should be well managed and allow effective collaboration between the professional groups involved.
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Assessment |
Continuous assessments, both formal and summative. Assessment for learning, assessment of learning, but also assessment as learning The review process should be explicit, transparent and relevant.
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Course evaluation and approval |
Structures for the approval and long-term evaluation of courses The evaluation process should address the content of the topic, the delivery forms and the degree of interactivity. In the case of e-learning courses, the evaluation process should address the content of the topic, the modalities of implementation and the degree of interactivity. External auditors should be consulted to review the course design and provide feedback on the development. The monitoring and evaluation process should provide feedback that is relevant for improvement and redevelopment and to which course authors can respond. Data on student usage behaviour can be collected and analysed in addition to the evaluation information from the formal survey activity. |