[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-161451-105":53,"doc-detail-161451-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","course-design-template-a-course-design-process-guide","Course Design Template - A Course Design Process Guide","","Course design template aligned to a step-by-step course design process, guiding educators from diagnosing situational factors to drafting measurable learning outcomes. The workflow recommends writing 5–7 learning outcomes using established frameworks and then selecting assessments that track achievement. It further supports mapping teaching methods and learning activities to each outcome, and emphasizes equity, inclusion, and accessibility throughout the draft. 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On each webpage you will find resources and directions to fill out this template. Each step builds off the previous step and should be completed in the recommended order.\nStep 1: Identify situational factors.\nThe first step in course design is to identify how \u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/situational-factors.html\" \u0014situational factors\u0015 influence your course. Complete the table below. Think about the context of your course. This will help you design a course where the content and activities are aligned with the needs and interests of your students.\nThe following steps and examples are to be completed on the template at the end of the page.\nStep 2: Write or rewrite course \u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/learning-outcomes.html\" \u0014learning outcomes\u0015.\nIdeally there should be 5-7 learning outcomes per course. It is best practice to include a variety of categories. The following frameworks and structure can help you categorize your learning outcomes, determine what might be missing, and understand what it is you are asking students to do.\nFrameworks\n\u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/learning-outcomes/blooms.html\" \u0014Bloom’s Taxonomy\u0015\n\u0013 HYPERLINK \"https://www.buffalo.edu/catt/develop/design/learning-outcomes/finks.html\" \u0014Fink’s Significant Learning Outcomes\u0015\nStructure\nExample\nStep 3: Identify a variety of \u0013 HYPERLINK \"https://www.buffalo.edu/catt/develop/design/designing-assessments.html\" \u0014assessments\u0015 to measure achievement of learning outcomes.\nExample\nStep 4: Identify \u0013 HYPERLINK \"https://www.buffalo.edu/catt/develop/design/teaching-methods.html\" \u0014methods\u0015 and aligned \u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/designing-activities.html\" \u0014activities\u0015 that will help students successfully reach each learning outcome.\nExample\nStep 4: Identify equity, inclusion, and accessibility of course design.\nWhen drafting your course design remember to consider factors of \u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/equitable-inclusive.html\" \u0014equity and inclusion\u0015, as well as \u0013 HYPERLINK \"https://buffalo.edu/catt/develop/design/content-accessibility.html\" \u0014accessibility\u0015.\nStep 5: Use the Course Design Template Rubric to evaluate your course design.\nWhen you have completed your design use the following rubric to evaluate your work.\nCourse Design Template Rubric\nCourse Design Template","cbCaiuAtTd8NVcHf","https://ap.wps.com/l/cbCaiuAtTd8NVcHf","docx",76871,6,"English","# Course design template\n## Step 1: Identify situational factors\n## Step 2: Write or rewrite learning outcomes\n## Step 3: Identify assessments\n## Step 4: Identify methods and aligned activities\n## Step 5: Evaluate with the rubric","[{\"question\":\"What is the purpose of this course design template?\",\"answer\":\"It supports a structured course design process by providing a table and guidance to complete each step in sequence, ensuring alignment between context, outcomes, activities, and assessment.\"},{\"question\":\"How many learning outcomes should a course ideally include?\",\"answer\":\"Ideally, a course should include 5–7 learning outcomes, using a variety of categories and supported frameworks to clarify expectations.\"},{\"question\":\"How should teaching methods and activities relate to learning outcomes?\",\"answer\":\"Teaching methods and aligned activities should be identified so they help students successfully reach each learning outcome, maintaining clear mapping from outcomes to learning experiences.\"}]","Course Design Template - A Course Design Process Guide | DOCX",1788099870]