Teaching and Learning

Intro to Functional Course Design

About the WMU Functional Course Design Guide

About the WMU Functional Course Design Guide

This guide has been created to support WMU instructors in the design and development of courses for all modalities, helping them to create learning experiences that meet instructional goals and outcomes, encourage interaction between the learner and instructor, and allow for learner-self directedness. The guide is also explicitly designed to help instructors leverage Elearning (WMU’s online learning management system) tools to create a navigable, accessible, and supportive learning experience.

This guide will provide resources and step-by-step guidance to support instructors in:

  • Conducting a learner analysis: Gather key information about learners to inform course design decisions and develop targeted learning objectives.
  • Aligning and outlining course components: Use a variety of templates to break down outcomes, develop key assessments, and outline objectives, activities, and assessments to scaffold learning.
  • Designing a syllabus and schedule: Consider best practices and templates for developing accessible documents that align with university standards.
  • Leveraging Elearning tools: Integrate course components into Elearning to create consistency and enhance navigation, accessibility, and interaction.
  • Applying a functional course review: Consider course function based on standards for navigation, alignment, interaction and accessibility.
  • Evaluating design effectiveness: Gather student feedback to identify strengths and areas for refinement that will enhance future course iterations.
Download the Functional Course Design Guide

How to Use This Guide


This guide is intended to support the full course development process and completion of the guide as a whole can be helpful to instructors at all levels for all modalities. However, depending on an instructor’s specific interest, need, and/or comfort with course development, the documents and steps outlined in this guide may also be helpful in isolation.

For support in the course development process as a whole or in part, please reach out to the Instructional Design and Development Team.

Teacher instructing students during a chemistry exercise.

The Course Development Process

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 Development Process, which can be applied to new courses, new modalities, or new iterations of a course, is an important example of this collaboration.

The four-phase Course Development Process outlined below provides a framework for functional course design. By working through each stage independently, or in collaboration with an instructional designer, instructors and other subject-matter experts can create learning experiences with clearly aligned outcomes, activities, and assessments. Using Elearning to guide students through those experiences, regardless of modality, instructors can also create courses that meet learner needs and expectations for navigation, accessibility, and interaction. Broken down into ten steps, the documents described in each phase offer support for conceptualizing, implementing, and iterating on course design.

Visit the WMU Course Development Process page for more information on WMU’s Stipend Eligible Course Development Agreement, which is supported by the WMU Instructional Design and Development team in collaboration with university colleges and departments.

Phase 1 Objectives

  • Establish goals for learners and instructor
  • Consider potential challenges for learner and instructor
  • Identify desired learner transformation
  • Determine overarching outcomes and summative assessments

Phase 1 Checkpoints

  • Completion of Step 1: Pre-Design Considerations
  • Completion of Step 2: Course Outcomes and Key Assessments
View Phase 1

Phase 2 Objectives

  • Identify knowledge and skills needed to complete summative assessments
  • Determine daily, weekly, or monthly objectives and formative assessments
  • Outline materials and/or activities that support formative development
  • Develop a course plan and map
  • Establish grade scale, grade components, and calculation method

Phase 2 Checkpoints

  • Completion of Step 3: Module Objectives and Activities
  • Completion of Step 4: Course Design Storyboard
  • Completion of Step 5: Assessment, Grading, and Course Workload
View Phase 2

Once the ideation and design phases of the Course Development Process have been completed, course development can begin in earnest. This next phase begins with the drafting of the course syllabus and schedule.

Materials for Development Preparation

View Preparation for Development

Phase 3 Objectives

  • Develop course syllabus and schedule
  • Build out template course in Elearning
  • Create/curate instructional content, materials, activities, and assessments
  • Incorporate Universal Design for Learning (UDL) principles
  • Ensure syllabus, course schedule, and Elearning information is aligned

Phase 3 Checkpoints

  • Completion of Step 6: Regular and Substantive Interactions
  • Completion of Step 7: Syllabus Accessibility and Design Checklist
  • Completion of Step 8: Activity Descriptions and Template Development
View Phase 3

Phase 4 Objectives

  • Review template or live course from learner perspective
  • Address functional challenges highlighted in review
  • Address accessibility issues highlighted in ALLY report
  • Use learner data and feedback to support continuous improvement

Phase 4 Checkpoints

  • Completion of Step 9: Functional Course Review Checklist
  • Completion of Step 10: Learner Perspectives and Iteration on Design
View Phase 4

Following a systematic instructional design process allows instructors to apply evidence-based, best practices in course design to promote learning, satisfaction, and success in all modalities. By incorporating Elearning in that design, instructors can also more aptly support learner self-directedness, communication, and interaction. Additionally, collaborating with an instructional designer can support instructors in thinking through a variety of strategies, approaches, and perspectives to make teaching and learning more manageable. For this reason, any instructor or staff member who is interested in collaborating on any aspect of the design and development process is encouraged to connect with the IDD team. If it is for learners at WMU, the IDD team is available to help.

 

Design Goals: The Functional Course Design Checklist

Functional design is an approach to course design that incorporates key elements which directly impact the learner’s experience and ability to successfully engage with course content. The Functional Course Design Checklist included in the Review and Iteration Phase of design aligns with WMU-AAUP Standards, HLC Criteria for Accreditation, and U.S. Department of Education Regulations for Postsecondary Education, as well as best practices as defined by Quality Matters and the Online Learning Consortium. It serves as both a starting and ending point for design in that it outlines the goals for functional design.

Functional Design Goals and Checklist Components

Learner to Content

Consistent, logical navigation creates an intuitive path for learners, reducing their need to search for materials and information so they can focus on learning and application.

Outcome to Assessment

From the introduction of a concept to reinforcement and mastery, the intentional alignment of course goals and outcomes with course content, activities, and assessments supports the scaffolding of learning.

Instructor to Learner

Opportunities for substantive, content-specific interactions and feedback between students and instructors on a predictable and regular basis support students in engaging more authentically with the course and their own learning.

Learner to Content

Accessible course materials ensure that all students are offered the same opportunity to engage with learning content and activities in a way that is enjoyable and effective by removing barriers to access.

How to use the Checklist

Instructors are encouraged to approach the use of the Functional Course Design Checklist from a student perspective, using it as a:

  • Guide for course design and development
  • Self-check to identify areas for course iteration and improvement

Instructors are also encouraged to connect with the Instructional Design and Development team and/or peers in the continuous improvement of courses.

 

Definitions for Design

Terminology related to teaching and learning can vary across contexts and disciplines. Recognizing this, for the purposes of Functional Course Design the Course Development Process, the following, distinct, learner-centered definitions will be used.

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, 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.

Module-level objectives clarify the specific knowledge, skills, behaviors, or attitudes that learners need to demonstrate their preparedness for successfully completing key assessments. These MLOs guide the information and activities that will need to be included in the course to effectively introduce, reinforce, and support the development of necessary competencies within daily, weekly, or unit-based Elearning modules.

Formative assessments explicitly align with module-level objectives and can be used to gauge learner progress toward key assessments and course outcomes, support instructors in identifying potential gaps in understanding in order to adjust instruction at a whole class or individual level and offer instructors an opportunity to offer developmental feedback and support.

Supplemental Resources and Support

 

Outcomes, Objectives, and Bloom's Taxonomy

Whether developing course-level outcomes or module-level objectives, there are four best practices that can support instructors in clarifying what learners should expect to gain from a course (or module) and what is expected of them. Writing outcomes and objectives in this way also supports alignment, a key aspect of functional course design.

  1. Use learner-centered language. Beginning with language like, “in this course or module, you will” can be a good place to start.
  2. Use active and measurable verbs. Describe what learners will be able to “do” and will need to do to demonstrate their knowledge, understanding, and successful achievement within the course or module.
  3. Identify the knowledge, skill, or behavior that will be gained or demonstrated through the course or activity.
  4. Define the general conditions under which competency will be assessed.

With that in mind, both course-level outcomes and module-level objectives might follow this pattern: Action + Knowledge, skill, or behavior + Condition. 

 

Example Outcomes/Objectives

Action
Knowledge, skill, or behavior
Condition
Define
key termsused in the professional analysis of human behavior
Explain
concepts for communication and therapeutic interactionand their significance to patient care
Apply
chemical conceptsto solve qualitative and quantitative problems
Analyze
a written mathematical proofto locate and correct logical fallacies
Select
appropriate primary and secondary researchto support your response to a current challenge with historical context
Develop
a board presentationthat effectively outlines value rationale, cost, and recommended plan for a building project

Although there are a number of taxonomies aimed at supporting instructors in the development of meaningful outcomes and objectives, Bloom’s taxonomy, and the levels of learning, measurable actions, and potential activities outlined in it, offers a useful framework to support instructors in articulating what learners can expect to gain, what they will be expected to do to demonstrate that gain, and under what conditions.

Levels and Descriptions
Example Actions
Remembering – Recalling information, terminology, facts, simple processes, and/or basic conceptsCite, Copy, Define, Identify, Index, Label, Locate, List, Name, Order, Recognize, Recite, State, Trace
Understanding – Explaining the purpose and significance of information, complex ideas, concepts, or processesAssociate, Clarify, Classify, Convert, Describe, Diagram, Discuss, Explain, Generalize, Paraphrase, Predict, Summarize, Translate
Applying - Using knowledge, skills, or behaviors to complete a task or respond to a specific scenarioApply, Calculate, Complete, Facilitate, Interpret, Implement, Manipulate, Operate, Perform, Solve, Use
Analyzing - Examining, questioning, or explaining connections between concepts, details, and structures of informationAnalyze, Compare, Contrast, Differentiate, Dissect, Distinguish, Examine, Experiment, Extrapolate, Organize, Relate, Test
Evaluating - Justifying a perspective, approach, or decision; forming ideas based on assessment of informationAppraise, Argue, Assess, Critique, Defend, Judge, Justify, Recommend, Select, Support, Validate
Creating - Combining information to generate new approach, solution, or structure; producing an original workAdapt, Author, Assemble, Compile, Compose, Construct, Create, Design, Develop, Formulate, Invent, Produce

Instructional Resources & Support 

Teaching, learning, and instructional technology support at WMU is a collaborative effort between four teams. Each offering specific, but related, services to support instructors in imagining, designing, and realizing ideas that transform and enhance the learning experience.

Connect with the Instructional Design and Development Team

  • Request 1:1, small group, department/program specific teaching and  
    learning support. 
  • Talk through ideas or challenges related to teaching and learning.
  • Develop, design, or re-design a learning experience, course, or program in any modality.
  • Explore ways to use Elearning to support instruction.
  • Request a course review.

Participate in events, workshops, training, or learning communities.

Explore actionable, on-demand resources, articles, and activities encompassing varied levels of instructional experience, course size, and modality.

Connect with the Accessibility Support Team to:

  • Request 1:1 or small group support focused on the creation, curation, or adaptation of accessible course materials.
  • Request closed captioning and transcripts for videos.
  • Find information on how to use Ally, an Elearning integrated tool, for assessing and improving course content accessibility.
  • Explore simple ways to improve the accessibility of documents and presentations.

Connect with the Instructional Technology Team to:

  • Request 1:1 or small group support focused on the use of WMU supported instructional technology tools like Teams, Webex, Mediasite, and Elearning for any modality.
  • Request an IDD Template Course be added to a live course shell in Elearning. 
  • Request a sandbox course to explore, develop content, and/or practice building in Elearning. 
  • Integrate your syllabus into Elearning, including setting up the gradebook and connecting dropbox, quizzes, and discussions.
  • Request support for building quizzes and/or creating quiz banks in Elearning.
  • Incorporate publisher-based content into an Elearning course.
  • Troubleshoot issues with and explore technical questions related to how to use Elearning or other instructional technology tools.
  • Request that online sections of a course be combined.
  • Talk through Western Essential Studies (WES) questions. 

  Explore the ITC’s Elearning Self-Help Guides.

Connect with the Office of Faculty Development to:

  • Request 1:1, small group, department/program specific professional development support.
  • Request a teaching observation.
  • Talk through faculty-level teaching and learning opportunities and challenges.
  • Identify fellowship, grant, and other opportunities focused on teaching and learning for instructors at all levels.