1. A New Strategy for Course Design: The Quality Course Framework
Donna Harp Ziegenfuss, Ed.D.
Visiting Associate Librarian, Education Services
J. Willard Marriott Library
1705Z MLIB

2. At the end of this session, you will be able to:
Define what is meant by a “backwards design” approach to course design
Appreciate how what we defined as the Six Essential Elements of a Quality Course fit into the quality course design process
Locate the University of Utah Course Quality Framework Tutorial for further information

3. David Dees Model

4. L. Dee Fink States: Instructors have 4 responsibilities to be a:
Content Expert – Sharing of Expertise
Communicator – Facilitator of discussion (student/student, student/teacher, student/content)
Classroom Manager – setting classroom expectations
Designer of the Learning Environments

5. Objectives

6. Taxonomy of Learning
Fink, 2003

7. Bloom’s Revised Model (1990) Fink’s Model 2003

8. Fink, 2003

10. Fink, 2003

11. Fink, 2003

12. U of U Quality Course Phases
Instructors can enter the course design process at any phase :
Design Phase
Build Phase.
Teach Phase
Revise Phase

13. U of U Quality Course Elements
Course and lesson outcomes
A course organization structure
Learning activities that en-gage students in learning
Course content provided in media formats appropriate for the web
A sense of learning community facilitated through specifically planned communication and student support
Assessment, feedback and evaluation strategies that measure student learning outcomes and course quality

14. Pedagogical Phases
Technical Phases

15. During this Design Phase you would:
Articulate learning outcomes in the form of measurable course objective statements (Quality Course Element #1), and
Design a course organization and structure based on the course objectives that facilitate student learning (Quality Course Element #2).

17. Creating & Aligning Objectives
Once objectives are written:
Think about teaching/learning activities, assessments and standards
Alignment (what are your students doing in classes and the program and are you measuring what you say you are teaching?)
May need to revisit objectives, are they overlapping? Are there objectives missing?
Map them out on the grid (alignment grid for courses, curriculum map for program)

18. During this Build Phase you would:
Develop learning activities that engage students in a complete learning process (Quality Course Element #3)
Develop course content provided in media formats appropriate for the web (Quality Course Element #4)

19. The Teaching with Technology Piece
The U of U TACC-IMS Teaching Guides
The Instructure.com Canvas Guides for Instructors

20. During this phase you would:
Create a sense of learning community facilitated through specifically planned communication, and student support (Quality Course Element #5)

21. Creating a Sense of Community & Support
Instructure.com Student Canvas Guides
E-Moderating website (model for moderating online)
Key Elements of building Online Community

22. During this phase of designing you would:
Utilize assessment, feedback and evaluation strategies that measure student learning outcomes as well as overall course quality (Quality Course Element #6)

23. Recommendations Focus on what students will do
Partner and collaborate, establish relationships with others using Canvas
Start with objectives and not with the technology
Prioritize needs and guide for success
Draw from resources and evidence from the literature based on what objectives are not on what you think you might need