Course Design Overview 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... Determinging course goals and scope At this phase, you need to determine the scope the course, the goals as well as the objectives of the course, the expectations for student performance upon completion of the course... Designing course structure and content At this phase, you need to determine the chuncking as well sequencing of the course content, the learning activities, course materials... Determing evaluation methods At this phase, you need to select appropriate types as well as formats of student assessment, course evaluation...

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Phases of Course Design The following is a discussion of the various design tasks that need to be performed at each phase of the course design process. 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 Formative

Course Evaluation