Daemen College's Center for Excellence in Teaching and Learning provides professional instructional design services to assist faculty with the course development process. Working in partnership with faculty, the instructional design team collaborates with faculty on a variety of course development elements, including:
- Learning Objectives/Outcomes
- Content Organization
- Assessment Design & Alignment
- Instructional Media Development
- Instructional Technology Integrations
- Learning Interactions and Simulations
- Course Communications
Any full-time, part-time, tenured or non-tenured faculty members are eligible to request instructional design services. We recommend requesting consultation services no less than 8-12 weeks prior to the expected launch date of your proposed course. Consultation services will be scheduled around institutional priorities and instructional designer workload.
To make a request for instructional design consultation, please complete this form.
For technical support using Blackboard, computing services, or instructional technology please visit the helpdesk.
Instructional Design Process
The planning process is essential to understanding the course development needs, understand the objectives, outline responsibilities, and establish deadlines.The planning phase begins with a request from a department or faculty member and an initial meeting is scheduled to review the course and scope of work.
In the design phase of the process a course blueprint is developed that provides clear direction for the designer and faculty member. The instructional designer will align learning objectives, activities, and assessments throughout the course to insure an accurate and effective instructional experience for students.
When the design phase is concluded and the instructional partners agree to the design and scope of work, building the course can begin. This includes developing the course materials (including instructional media, publisher content, learning interactions, and more), construction of a Master Course Site in Blackboard, and an initial review by the faculty members and department. All courses are designed to the specifications outlined by the Quality in Distance Education Committee (QDEC). After the initial review, changes are made to make the course ready for live delivery.
While the course is running, the instructional designer remains an active partner in the course performing content revisions and faculty support in the course. This is punctuated with a more formal midterm evaluation meeting to review progress to this point, student feedback, and thoughts about what is working well and needs revision.
After the course is concluded, the instructional partners meet again to review the course, decide on revisions, and make the necessary course changes for future course runs.