Hello there,
Let’s explore the course design and development model(s) that the literature suggests will produce top-notch courses.
To begin, there are various models and methods that can be used to produce online courses all of which entail a systematic design process. Among them is the ADDIE model as well as Dick and Carey’s (1996) model. Interestingly, these two models have been found to produce high quality distance education (DE) courses. For instance, Bates (2015) pointed out that the ADDIE model “is heavily associated with good quality design” (p. 117). Meanwhile, Youngman et al. (2000) highlighted that courses produced using Dick and Carey’s (1996) design model ensures high quality results. In light of these findings, it is difficult to determine and select a particular model that produces topnotch courses since different models have been found to produce quality results. Moreover, the systematic process of most of the design models is quite similar. Img As illustrated in the image above, the ADDIE model comprises of an analysis of the target audience, learning outcomes, and other course related variables. The phases that follow involve the outlining and creation of the course content and material. Essentially, these are done within the design and development stages.
The last two phases I.e., implement and evaluate require designers to deliver a prototype and acquire the relevant data needed for improvement purposes. Similarly, Dick and Carey’s (1996) design model “incorporates three distinct stages, Pre-Production, Production, and Post-Production" (Youngman et al., 2000, p. 4). The pre-production stage is analogous to the first two phases of the ADDIE model I.e., analyze and design. In this stage, the instructional designer works along with the subject matter expert to determine, identify, and outline the course particulars like the goals and outcomes. Meanwhile, the production stage is comparable to the development phase of the ADDIE model. This particular phase “incorporates the process of developing the actual content for the Web site” (Youngman et al., 2000, p. 4). It is imperative to highlight that this content range from the graphics to assignments and activities. Moreover, in this stage, the instructional designer and subject matter expert now works along with the graphic designer, multimedia specialist, and other members of the design team. Finally, the post-production stage is the evaluation phase where the course is tested, and feedback is obtained for improvements and quality assurance purposes. Perhaps, the similarities in the design models are the major reasons why they can produce high quality courses.
As it pertains to the cost elements of the models, it is crucial to keep in mind that this will vary and depend on different variables. For the most part, the cost is “based on the size of the student body, the number of instructors, the features, the course's complexity and interactivity, and more” (Kofoed Wind, 2020, para. 2). Kofoed Wind (2020) added that “an online course costs as much as you’re willing to spend”. This suggests that the cost elements for either model will depend on whether the course is being developed by an in-house team, outsourced team, or freelancer as well LMS and other technological tools used to create, design, develop, and deliver the course. There may also be maintenance costs to factor in for websites once the course has been launched. Altogether, the major costs to consider for either model include labour, digital technologies like authoring tools, and maintenance costs. Nevertheless, the cost elements for either design model will vary. That concludes this design commentary.
As always, I look forward to continuing the discourse with you!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Bates, A. W. (2015). Chapter 4: Methods of teaching with an online focus. In Teaching in a digital age (pp. 109-144).
Kofoed Wind, D. (2020, April 22). How Much Does It Really Cost to Develop an Online Course for Higher Education? Five Factors to Consider. Eduflow blog. https://www.eduflow.com/blog/how-muchdoes-it-really-cost-to-develop-an-online-course.
Youngman, T., Gotcher, L., Vafa, S., Dinsmore, S. & Goucher, O.B. (2000). A University Design Team Approach: Developing Courses for On-line Distance Education. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 53-58). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). https://files.eric.ed.gov/fulltext/ED444462.pd