Phase 1: Ideation
The first phase of Functional Course Design, which includes steps one and two of the framework, is focused on supporting instructors in the examination of their own and learner expectations for the course as well as the clarification of course outcomes and the development of aligned key assessments that adequately measure learner achievement of those outcomes.
Important Definitions
Course-Level Outcomes (CLOs) - Course-level outcomes clarify the broad skills and knowledge learners will develop throughout the course and guide the overall design of the course. These outcomes may originate in departments, programs, or be dictated by accrediting bodies.
Key Assessments - Key assessments, often referred to as summative assessments, are used to evaluate achievement of course-level outcomes (CLOs). They measure the extent to which the learner is able to demonstrate an appropriate level of competency across stated program, department, and/or accreditation outcomes.
Phase Objectives
- Establish goals for learners and instructor(s).
- Consider potential challenges for learners and instructor(s).
- Identify desired learner transformation.
- Determine overarching outcomes and summative assessments.
Step 1: Pre-Design Considerations
What is it?
Reflection on learner experiences, motivations, and needs, in relation to instructional goals, values, and expectations.
Why is it important?
Supports instructors in the design and development of a learner-centered course tailored to learner abilities, perspectives, and goals.
Beginning the course design process with this document helps instructors to consider, from the start, ways to make their course more accessible, flexible, and inclusive, leading to better outcomes for all Â鶹´«Ã½s. Ideally, the information explored in this document is used to guide the approach to each of the steps that follow.
Step 2: Course Outcomes and Key Assessments
What is it?
Clarification of the alignment between course-level outcomes and key assessments.
Why is it important?
Supports instructors in defining the overarching goals for course design and ensures assessments adequately measure them.
In conjunction with Pre-Design Considerations, this document encourages instructors to use learner-centered language to clarify and connect course outcomes to course assessments and to what learner's value.
Guiding Documents
Step 1:
This document is intended to support instructors in thinking through and blending their instructional goals with learner needs and goals, ensuring courses are relevant to learners while also meeting the expectations of instructors.
Step 2:
This document is intended to support instructors in clarifying course-level outcomes and drafting aligned summative assessments.
How to Use These Documents
These documents can be completed in order or according to individual interest or instructional need. Depending on where an instructor finds themselves in the course design process, whether the course is new to the program or new to the instructor, whether the modality has changed or an instructor is looking to update their course, the documents are intended to make the process of design or redesign more manageable. If more information or support is needed, instructors are encouraged to contact the Instructional Design and Development team.