Course Design

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 courses promote 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.  

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. 

Course Tour

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 soon!

Course Tour - Faculty and Designer

The video is a tour of a course that I teach online at Lewis-Clark State college. I starting teaching it in Spring 2024, and when designing I considered: