Teaching and Learning
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WMU Course Development Process

Introductory Content

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.

View the full Functional Course Design Guide

Process outline

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, instructors can also create courses that meet learner needs and expectations for navigation, accessibility, and interaction.

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.

Phases

  • 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
  • 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
  • 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
  • Completion of Step 8: Activity Development and Descriptions
  • 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 Design Checklist
  • Completion of Step 10: Learner Perspectives and Iteration on Design

WMU's Stipend Eligible Course Development Agreement

Per the WMU AAUP Agreement (2021), with the support of the department chair and approval by the dean, instructors at Western Michigan University may be eligible to receive a stipend for the collaborative design and development of an online course. Based on departmental need, other course modalities may also be stipend eligible. See stipend eligibility process below. *Please note that all stipend payments are managed and paid through individual departments or college business offices and must be approved by chairs and/or deans.

  1. The instructor will meet with their chair and/or dean to determine eligibility for stipend according to department and/or college process.
  2. The instructor will complete the Course Development Agreement.
  3. The department or college will review and notify the IDD team with approval.
  4. The instructor will be connected with an Instructional Designer (ID) for collaboration on the Course Development Process.
  5. At the conclusion of Phase 2 of the Course Development Process, the instructor will complete the Course Design Storyboard outlining their course.
  6. The ID will review the Storyboard and offer feedback and recommendations for the instructor’s review.
  7. Once reviewed by the instructor, the ID will recommend payment of the first half of the stipend.
  8. The instructor will curate and create course materials and activities with guidance, as needed, from the ID.
  9. The instructor will work, as needed, with the ID, the Instructional Technology Center, and the Accessibility Coordinator to develop their course in Elearning.
  10. At the conclusion of Phase 3 of the Course Development Process, the instructor will use the Functional Course Review Checklist to review their course, requesting support as needed.
  11. Once the instructor feels the course is ready for final review, the ID will review and offer feedback on the course using the Functional Course Review Checklist. High-priority areas for revision and ideas for future iteration will be noted.
  12. Once reviewed by the instructor, the ID will recommend payment of the second half of the stipend.