Home › Individual Course Design & Development › Step 1: Evaluate goals for the course
As you plan your approach to developing your course, we have developed a step by step approach based on research and a rubric developed here at UCI by Prof. Di Xu that is specifically aimed at online courses offered at postsecondary institutions in general, with a particular focus on courses that enroll a diverse population of students. First, please review the summarized version of the grid, below.
| Scaffolding Self-Directed Learning Skills & Guiding the Learning Process | Student Agency | Presence & Interactivity | |
| Website Organization & Presentation | 1.1 Course uses Modules in Canvas to provide distinct units Recommended | 1.3 Course design has elements that reflect instructors presence Suggested | |
| 1.2 Text or video guide to structure of the course Recommended | |||
| Learning Objectives | 2.1 Articulation of learning objectives Recommended | ||
| Instructional Materials | 3.1 Explanations of how the activities connect to and support the learning goals Recommended | 3.2 Uses combinations of text, audio, video, etc. to deliver content Suggested | 3.4 Instructor is present through video, audio and synchronous opportunities (recorded for later viewing if needed) Recommended |
| 3.3 Allows multiple ways for students to learn material – variety of supplemental and alternative options Optional | |||
| Learning Activities (incl. activities, assignments, & assessments) | 4.1 Various activities designed to promote thinking, not just busy work Suggested | 4.3 Multiple options for activities allowing for a variety of ways for students to demonstrate mastery Optional | 4.4 Instructor has a presence in learning activities: grading only, brief feedback, regular and detailed feedback Recommended |
| 4.2 Clear instruction on learning Activities and articulation of expectations Recommended | 4.5 Utilizes collaborative activities for learning and community building Optional | ||
| Logistics & Course Management | 5.1 Articulation of course policies, expectations, and course details Recommended | 5.3 Regular announcements and reminders Recommended | |
| 5.2 Clear communication of course schedule, predictable routine Recommended | |||
| Targeted Support for Online Learning | 6.1 Instructor uses established materials to ensure students are ready to learn online Suggested | 6.2 Facilitation and incorporation of ongoing feedback from students Suggested | 6.4 Has a clear communication plan with students that allows for email, discussion board and synchronous modes Recommended |
| 6.3 Opportunities for self-reflection on learning goals, process, and performance Recommended | 6.5 Utilizes information from Canvas and assignments to monitor student progress and reach out as needed Suggested | ||
| 6.6 Creates opportunities for students to get to know instructor and peers Suggested | |||
| Scaffolding Self-Directed Learning Skills & Guiding the Learning Process | Student Agency | Presence & Interactivity | |
If you want to explore the application of the rubric in more detail, the full rubric is available here research-based rubric developed by Prof. Di Xu here at UCI. A version of the grid with definitions linked to the full rubric is available via the OLRC: https://www.olrc.us/uploads/1/2/7/1/127107452/rubric_abridged_version_0414.pdf The DTEI staff is available for consultations on appropriate use of the full rubric. Return to Overview