As online learning courses continue to grow, the need for quality standards has become critical. CLU utilizes Quality Matters (QM) standards to guide the course design process. Quality Matters (QM) is ...

To provide guidance in designing fully online courses, the Center for Teaching and Learning (CTL) has developed an Online Course Design Checklist (OCDC). This tool draws on learning-science research ...

There is an increasing number of online courses in higher education and an increasing demand in quality instruction and course environment design. As a result, many higher education institutions ...

The Instructional Design and Development (IDD) team collaborates with instructors and staff to imagine, design, and realize ideas that transform and enhance the learning experience. The Course ...

CELT provides support to Luther faculty in the course design process. Explore these resources to ensure that you are designing your classes to achieve desired learning goals and equity in your ...

One of the most important, but least remarked upon, higher ed trends over the past 10 years has been the transition from an individual (instructor) course design methodology to one that involves a ...

The pandemic-driven switch to remote learning alerted many faculty members to the importance of course design. In an online course, keeping students on track requires clarity and structure; it also ...

The second phase of Functional Course Design, which includes steps three through five of the framework, is focused on supporting instructors in deconstructing the knowledge, skills, behaviors, and/or ...

One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

Designing a successful academic course is a multi-step process requiring both subject expertise and pedagogical knowledge. To ensure the best possible alignment between course subject matter and ...