As an instructional designer at a rural Community College in North Carolina, I have the opportunity to work with a variety of subject matter experts with diverse teaching experience. When working with faculty on the development process I utilize backward design. I detail the process I use with faculty when developing new online courses below.
Determine Course-Level Objectives.
Determine Module-Level Objectives that align with Course-Level Objectives.
Identify Instructional Materials that directly support the Module-Level Objectives.
Develop Instructional Methods or Activities that directly support Module-Level Objectives. A course map is developed after steps 1-4 are completed.
Determine which course design which includes the three principles of Universal Design of Learning: Engagement, Representation, and Action and Expression.
Ensure all content within the course adheres to ADA regulations describes by Section 504 and the WCAG 2.0 guidelines.
Ensure all materials comply with copyright laws.
Newcomer, B., & Lssp. (n.d.). Getting Started With Universal Design for Learning (UDL). Retrieved from https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/getting-started-with-universal-design-for-learning-udl
PHY 151 Course Map. [Spring 2019] Developed by Lisa Knight, Physics Instructor at Central Carolina Community College.