Course Revision Tips

Step I. Prepare and Analyze  

Consider the following elements when preparing for a course revision: 

Then, consult with an instructional designer (ID) to further define goals for the revision, considering questions such as: 

  1. What does the student need to have learned by the end of the course? Does course data suggest a need to address any gaps in learning? 
  2. What did previous online students say about the course? 
  3. What are the differences between the old and new materials? 
  4. Are there other items that need to be changed or improved? 

Step II. Plan and Design  

  1. 1S – Draft a syllabus or plan. 
  2. 2L’s – Review learning outcomes and lesson plans along with related content items. 
  3. 3A’s – Design activities, assignments, & assessments.
Discuss your plan with an ID to consider options and details. For example, options available in online instruction might include: discussion boards, journals, blogs, wikis, collaborative activities (link to collaborative learning page), paper-writing, research, peer critique, case study, PBL (link to experiential learning page), individual project, presentation, video reflection/report, guest speaker response, interview report, virtual field trip report, e-Portfolio, reading quizzes, essay exam, and more!  

  1. How do new materials fit in the course? 
  2. Is the workload balanced throughout the course? 
  3. Are content items out of date? 
  4. Are there resources can we adapt? 
  5. Are the contents, activities, assignments, and assessments aligned with course objectives? 
  6. Are multiple forms of assessment used to consider multiple facets of learning and how different learners might demonstrate learning? 
  7. What is the interaction/communication model in the course for learner engagement
  8. Does the syllabus set expectations for both educators and learners to build common understanding? 

Step III. Revise and Create 

  1. Revise or create new lectures, lesson guides, and other content items. 
  2. Revise or create new activities, assignments, & assessments. 
Talk to creative media if making use of multimedia elements such as video, audio, and graphics. Seek feedback from the peer reviewer & ID. 

  1. Does content help students learn important and/or difficult concepts in the course? 
  2. Does content support universal design for learning?  
  3. Are instructions clear, concise, and easy to follow? 
  4. Are grading rubrics included? 
  5. What technology tools or features best support the activities, assignments, and assessments? 
  6. Is the course easy to navigate? 

Step IV. Review and Finalize 

  1. Proofread all items. 
  2. Check all settings. 
  3. Finalize the syllabus. 
  4. Add the future instructor teaching guide. 

Seek feedback from the peer reviewer & ID. 
  1. Are there any errors? 
  2. Do all links work? 
  3. Are rubrics converted and linked to the graded tasks? 
  4. Does the Grade Center setup match the points break-down in the syllabus? 
  5. Does the instructor teaching guide cover enough details, such as publisher system setup, labs, proctor exams, etc.?