Course Design

Thoughtful course design creates clear connections between what students are expected to learn, how they engage with course content and how their learning is assessed. Explore resources to help you develop a new course or make meaningful changes to an existing one.

Start with Your Learning Outcomes

Learning outcomes identify what students should know or be able to do as a result of their learning. Clear outcomes help guide decisions about course content, learning activities and assessments while also communicating expectations to students.

Writing Effective Learning Outcomes

Effective learning outcomes focus on what students will be able to demonstrate after completing a course, unit or learning activity. Use specific, measurable action verbs that describe observable student learning.

When writing a learning outcome, consider: What should students be able to do as a result of this learning experience?

Align Your Course

Course alignment connects what students are expected to learn with the content, learning activities and assessments they encounter throughout the course. When these elements work together, students have a clearer understanding of what they are learning and how they will demonstrate their learning.

Use Backward Design

Backward design begins with the end in mind. Start by identifying what you want students to know or be able to do, then determine how students will demonstrate that learning and what activities and course content will help them get there.

Learning outcomes → Assessments → Learning activities and content

Organize Your Course for Learning

A clear and consistent course structure helps students find what they need, understand what is expected and focus more of their attention on learning. This is especially important when students access course materials from different devices.

Create a Clear and Predictable Structure

Organize course content so students can easily understand where to begin and what to do next. Consider these practices:

• Use a consistent structure for modules, units or weeks throughout the course.
• Break longer content into smaller, manageable sections.
• Use clear headings and descriptive link text to help students scan and navigate content.
• Make instructions, due dates and expectations easy to locate.
• Consider how course materials and activities will work on smaller screens and mobile devices.
• Choose course tools and activities that are easy for students to access and use.

Design with Flexibility in Mind

When appropriate, provide students with options for engaging with course content or demonstrating their learning. Consider whether an activity can support multiple formats, such as written, audio or video responses, while still meeting the same learning outcom

Design Accessible Learning Experiences

Designing with accessibility and inclusion in mind from the beginning can help reduce barriers to learning and create a better experience for all students. Consider how students will access course materials, participate in learning activities and demonstrate what they have learned.

Build Accessibility Into Your Course

Rather than addressing accessibility after a barrier arises, consider it throughout the course design process. Some practices include:

• Use clear headings and consistent formatting to organize content.
• Provide captions for video and transcripts when appropriate.
• Add alternative text to meaningful images.
• Use descriptive link text rather than phrases such as “click here.”
• Make documents and course materials accessible.
• Consider multiple ways students may engage with course content and activities.

Create a Supportive Course Structure

Clear expectations and predictable course organization can also support student learning. Communicate deadlines and instructions clearly, provide opportunities for feedback and consider student workload when planning activities and assessments.

Design Engaging Course Content

Course content should support your learning outcomes and help students engage with the concepts and skills they are expected to develop. Consider how readings, videos, presentations and other materials contribute to learning rather than including content simply because it covers the topic.

Select Content with Purpose

As you choose or develop course materials:

• Connect readings, videos and other materials to specific learning outcomes.
• Make it clear to students why a resource is important and what they should take away from it.
• Consider the amount of time students will need to engage meaningfully with assigned content.
• Break longer or more complex content into manageable sections when appropriate.
• Use a variety of formats when they support the learning goal.
• Provide guidance that helps students actively engage with readings, videos and other course materials.