Phase 4: Review and Iteration
The final, but ongoing, phase of the Functional Design Process, which includes steps nine and ten, is focused on supporting instructors in identifying, collecting, and using available university, Elearning, and learner survey data to inform continuous improvement of the course.
Helpful Resources for Elearning and Materials Development
Cognos Reports - Available through 色色啦 Institutional Research, internal reports can offer insight into learner demographics, DEWI rates, and performance across semesters.
- Available under Assessments in Elearning, these reports can offer instructors insight into learner course access, module completion, and interactions with course materials.
Midterm Evaluation Surveys - Created by the instructor, these surveys can be used to elicit actionable feedback on learner experiences with course design.
University Course Evaluation Reports - Collected through the Anthology Student Course Ratings System, these reports can offer further insight into how courses are being perceived by learners.
Phase 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.
Step 9: Functional Course Design Checklist
What is it?
Identification of design components essential for learner navigation, course alignment, instructor-to-student interaction, and content accessibility.
Why is it important?
Supports instructors in examining their course from a learner perspective to
identify components that might benefit from further design or development.
Recommended as both a starting and ending point for the course development process, this document serves as a guide and a self-assessment tool for instructors, highlighting essential best practices for learner-centered and supportive Elearning course design.
Step 10: Learner Perspectives and Iteration on Design
What is it?
Examination of learner feedback to inform continuous improvement and support iteration on course design.
Why is it important?
Supports instructors in using course data, learner feedback, and their own experience to consider what might be added or modified in the course to create a more positive teaching and learning experience.
Where the Functional Course Design Checklist serves as a self-check, this document serves as a post-course reflection for the instructor, highlighting useful information and data resources to support improvement and iteration on design.
Guiding Documents
Step 9:
This checklist supports instructors in course development and iteration. Reviewing each criterion from a learner perspective, the checklist aims to highlight potential challenges for learner navigation, access, and interaction within the course through the consideration of key components of functional design.
Step 10:
A follow-up to Pre-Design Considerations, this document is intended to support instructor reflection on the implementation of design, prompting consideration of both instructor and learner perspectives on the experience to identify areas of potential focus for redesign and development.
How to Use These Documents
These documents can be completed in order or according to individual interest or instructional need. Depending on where an instructor finds themselves in the course design process, whether the course is new to the program or new to the instructor, whether the modality has changed or an instructor is looking to update their course, the documents are intended to make the process of design or redesign more manageable. If more information or support is needed, instructors are encouraged to contact the Instructional Design and Development team.