Theory of Course Design
The best Instructional Design theory you choose must align with the needs of your online learners and your client's learning objectives. The subject matter also plays a pivotal role in the process. The key is to identify your client's expectations and needs beforehand so that you can determine which theory supports the learning behaviors and desired outcomes.
In my practice as an Instructional Designer for higher education courses, I have built most courses using the QM Rubric. Quality Matters (QM), a non-profit faculty-driven course assurance organization, provides instructors with tools and processes to continuously improve their online and blended courses through a review process organized around a research-based rubric of QM Course Design Standards.
QM-certified courses are recognized nationally and internationally as meeting QM Course Design Standards and promoting learning experiences which are supported by the critical course components working together: well-planned learning objectives, assessment, instructional materials, learning activities, course technology, and accessibility. The concept of alignment refers to the synergy of critical course components supporting learner achievement of the planned learning objectives.
When developing training classes for faculty and instructors in Higher Education, I often use the ADDIE theory of Instructional Design. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.
The video gives a tour of the Phlebotomy class I designed and built with Workforce Training at LC State. The class is hybrid delivery, with traditional coursework happening in Canvas, then the students meet in person to do learning labs.
The course did not go through a formal QM review process, but all the principles of the QM rubric were used during the course design.
Video coming sooon!
Course Tour - Faculty Training
The video gives a tour of a course I created to train faculty on the use of video conferencing tools in Canvas. The development of the course used the ADDIE model, and continues to use it today as I still evaluate this course each term.