Instructional Design Online Pedagogy

Week 3: Pedagogy and Course Design

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A really good chapter of Ko and Rossen, Teaching Online Guide. The third chapter offer good proposals and practical tips related with the design and development of a course. The examples describe valid contexts although in my case I missed some examples connected to the training of teachers in the “transition-process” from the traditional face-to-face to a blended or totally online architecture.

The topic about the “Initial Steps in Course Design and Development” can be connected to Lisa’s tutorial” Where the Hell Do I Start?”-sections: “Pedagogical Design” and “Design Elements”. The explanation looks clear and logical. The difficulties start when you try to apply the worksheets to your practical course content. It’s really a good exercise!

Looking back to Ko and Rossen’s third chapter, I personally found a good set of tips to help to convert and organize the materials and avoid a mechanical conversion. The book point to 3 elements in the conversion or creation of an online course: Analysis, Course Goals and Learning Objectives and Design.

1. Analysis

I liked the structured questions to link between the course and the context:

  • Target group
  • Delivered online content
  • Student Internet access
  • Instructional Design support
  • Available tools

2. Course Goals and Learning Objectives

It is important is to identify the differences between Course Goals and Learning Objectives. A thing is now clear for me: it is easier to express goals that Learning Objectives. Personally I have used Bloom’s Taxonomy on several occasions in curriculum redesign projects. For this reason I found particularly important the following book references:

3. Course Design

I found useful the checklist of questions to ask yourself so you do not forget anything!

Regarding a blended course I’m designing, in which the guiding force is the syllabus and a weekly timeline; I identify the following pedagogical goals and objectives:

Pedagogical goals
  • Recognize the effects of ICT in educational innovation.
  • Identify the differences between face-to-face and online teaching.
Learning Outcomes
  • Recognize new forms of online assessment. (Remember)
  • Install and update a free software application (Application).
  • Locate an area of your specialty (Analysis)

The tutorials show me orientations and tips that help me to put these objectives in practice:

  • In the Pedagogical Design Tutorial: about the importance to identify the Guiding Force (The syllabus, Textbook, Learning Outcomes, etc.)
  • The Design Elements Tutorial is a good help to a possible organization sketch.
  • The Examples of Design, shows good examples, although I have more experience in the weekly course design (one-column) inside a Learning Management System.

By Jaime Oyarzo Espinosa

Jaime Oyarzo Espinosa -
Honorary Professor of Research University of Alcalá, Spain
Cátedra UNESCO de Educación Científica para América Latina y El Caribe EDUCALYC
Professor, Master in Experimental Sciences and Technology, National University of Córdoba, Argentina
Boletín de noticias eLearning
Blog (Spanish):
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Awards for educational innovation, member of research groups and scientific councils of conferences and scientific journals.
Instructional design experience, advisor in virtual universities, curricular redesign and university online strategy.
European Union and European Universities projects for Ethiopia and Latin America. Coordination of workshops and courses in instructional design and digital teacher competencies.
I am passionate about the integration of technology and the contribution to a paradigm shift in education.
I maintain a network of contacts with specialists in different areas and countries. I consider education as a key factor for the economic development of developing countries and regions.

10 replies on “Week 3: Pedagogy and Course Design”

Nice summary and some good observations here. I agree that the worksheets were helpful and challenging. The distinction between goals and objectives is also challenging. I’;m still trying to understand it better.
It must be interesting to be teaching ICT to online teachers, where the practice and the content are the almost the same thing.


When we have been teaching an onsite class and are moving to an online class, we may at first think that “This should not be too difficult, I already have all the material.” But we forget that we were the delivery system. Then we are suddenly struck by the reality of moving our personal course material to an impersonal delivery system.
We are now faced with the process of conversion, better known as Course Design.

You have layed out a clear set of steps, objectives, and goals to help you with your course design. Add a little creativity and imagination and your course will come to life.


I liked how you structured your post. The delivery system is essential and finding the right “delivery” for one’s subject/class is useful early on.

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