Course Design Models
Course design frameworks establish consistency in design while providing a model to follow throughout development and while teaching, enabling the integration of pedagogical best practices throughout each element of your course. In short, course design frameworks make your course the best it can be, enhance the student experience, and streamline the teaching experience for faculty.
Backwards Design
First introduced in Wiggins and McTighe's Understanding by Design, backward design flips the usual order of planning so that the development of a course (or lesson) starts with the end goal in mind: What specifically should students be able to do and/or know when that instruction is effectively carried out?
Backward design unfolds in three steps:
- Identify the desired outcomes: What specifically should students be able to do and/or know when that instruction is effectively carried out? It helps when you can actually “visualize” those outcomes, so try to avoid cognitive verbs like “understand” or “know.”
- Determine the evidence: What is the tangible or visible evidence that students have achieved those goals? Examples might include an analytical paper, a performance or presentation, or preparation of an executive summary.
- Plan the learning activities: Select the appropriate materials and resources to help students achieve those outcomes, such as videos, articles, and exercises.
This framework works well when a course has clearly defined outcomes, such as required competencies, accreditation standards, or skills that later courses build on. The diagram below illustrates an example of the alignment between course goals, learning objectives and learning outcomes for a course.
Diagram Description: The diagram is divided into four vertical sections, each titled with a heading. The sections are organized from left to right: "Course Description," "Course Goals," "Learning Objectives," and "Assignments." Each section is a rounded rectangle in a different color, with arrows indicating the flow from one section to the next.
- "Course Description" is in a dark blue rectangle. It details the focus of the course on the sociological and psychological impacts of the internet and technology, highlighting the rapid evolution since the 1990s.
- "Course Goals" is in a red rectangle. It describes the aims of the course, such as examining the societal impact of the internet, reinforcing sociological perspectives, and developing self-awareness in technology use.
- "Learning Objectives" is in a green rectangle. It lists objectives like understanding the internet's history, identifying communication changes, and analyzing psychological impacts.
- "Assignments" is in a brown rectangle. It outlines tasks for students, such as writing
Process-based Design
Process-based design focuses on how students learn rather than what they should learn. Developed by Lawrence Stenhouse (1975), this framework stems from the idea that valuable learning grows out of the process of inquiry rather than a specified outcome(s). This idea was further developed by David Kolb (1984), who gave this approach a more practical structure. In Kolb’s experiential learning theory, learning is described as a process in which knowledge is built by transforming experience, moving through a four-stage cycle:
- Concrete experience: doing or encountering something in the world.
- Reflective observation: reflecting on those concrete experiences.
- Abstract conceptualization: connecting experience to theoretical ideas.
- Active experimentation: trying out or challenging new ideas and understandings.
Learners can enter the cycle at any point, with each pass deepening their understanding. In practice, process-based courses might include activities such as active discussions, fieldwork, labs, internships, and reflective writing.
Problem-based Learning
Building on the foundations of experiential learning theory, a problem-based framework is suitable for educators who want their students to apply knowledge and collaborate to solving-real world problems. It’s important to note that when adopting a problem-based approach, one must be comfortable with a certain level of ambiguity.
Consider also variations of problem-based learning:
- Case-based learning provides more guidance than open-ended problem-based learning and works well when students need some background before analyzing a realistic scenario.
- Community-based learning connects course content to real needs in the local community, and it fits courses where students can learn by partnering with organizations, residents, or schools on authentic projects.
- Design-based learning suits courses where students can build, test, and improve a tangible product, using cycles of feedback and revision to deepen their understanding.
These approaches are not mutually exclusive. Many faculty use backward design to set goals and assessments, then draw on problem-based or process-based activities to reach them.
The TILT Framework
The Transparency in Learning and Teaching (or TILT) framework can be layered onto any of the above approaches to make assignment expectations clearer and more engaging to every student. To apply TILT to an assessment, there are three key aspects to include as part of that assignment “package”:
- Purpose: It is essential to frame the purpose of the assignment in student-centered terms: Explain how it can support the course learning goals and why this assignment will benefit them, not just for the course, but for their own personal and professional benefit. Here, it is recommended that you assert the appropriate use (or non-use of AI), along with your reasoning for that choice.
- Task: Provide clear step-by-step instructions for what students need to do and how to do it. If you are allowing AI use for an assignment, be very clear about which specific steps allow for that use, and when students should avoid it.
- Criteria: Articulate how you will be evaluating the assignment, through rubrics or examples. For more complicated assignments, consider also adding a checklist for students to ensure they are completing all the requisite steps. Again, if you are allowing for AI use, be clear about how students should disclose their use, and where relevant, how that AI use might be evaluated.
For those interested in community-based learning, consult the Office of Community Engagement and Partnerships website for additional information and resources.
Course Design Consultations
Need Assistance?
Our team of instructional designers are available to collaborate with you on many aspects of designing your course(s). We are committed to learning from recent trends in learning science while leveraging the latest instructional technologies to support student learning and engagement. Some aspects of the course design process can take time to develop so it is best to start the process a semester before the course is going to be offered. The better designed the course is in advance, the more time you will be able to devote to facilitating the course.