Curriculum and Course Design


The expertise that we offer in the area of  curriculum development and course design is focused on processes, methodologies and resources. Our aim is to “empower” educators and learners to participate in design discourse and practices in technology-enhanced learning. 

Meet Lourdes Guàrdia, Chair of this group and listen to what she says about the expertise on offering experience and expertise in curriculum development and course design.

Meet our experts on curriculum development and course design

EMPOWER offers

Our team of experts offer experience and know-how in curriculum development and course design for teachers, instructional designers/learning designers and educational technologists working in online or blended environments. The expertise we offer in this area is focused on processes, methodologies and resources to “empower” educators and learners to participate in design discourse and practices in technology-enhanced learning. 

In our approach, the role of technology is to support the implementation of new modes of teaching and learning experiences and to enrich existing learning scenarios. We also aim to help teachers to experiment, to innovate and to be reflective practitioners in these new educational scenarios supported by ICT. 

We take a broad definition of curriculum development and course design to include:

  • Programme modularity and design-based competence;
  • Knowledge about the influence of advanced technologies, team-based design, and management skills;
  • Basic domain of educational design foundations, as well as planning and analysis, design and development, and implementation and management skills (learning design models for online and blended scenarios);
  • The design of synchronous and asynchronous activities (face-to-face, online, both);
  • Educational approach (self-study and self-paced, resource-based learning; supported by tutors, activity-based learning, collaborative learning…);
  • Learning activities (PBL, CBL, RP, GBL, …) and assessment (formative and summative) supported by ICT;
  • Roles of teachers, tutors and mentors;
  • Personalisation and flexibility;
  • Interactivity and provision of feedback;
  • Course materials and educational resources (learning materials, OER, tailored…);
  • Scaling (from the course to the program, a large number of students);
  • From informal to formal learning;
  • The course delivery, technical infrastructure and virtual learning environment;
  • The coherence between assessment methods (online and blended) and learning outcomes;
  • Academic community development (communication, research involvement, link to the professional world…);
  • Knowledge and skills (transferable skills, professional and vocational…);
  • Evaluation (course design process and course impact) .

We also promote the use of learning analytics to enable us to use data to improve the design process for teachers and learning designers. Learning analytics does this by informing learning designers and teachers of common misconceptions and of what works well and what doesn’t.

Tools & Resources


    Interactive Class systems in UNINETTUNO course delivery model

    Uninettuno developed and evolves its own organizational and didactic models for course design and delivery through a research-driven approach: experimentation/prototyping - piloting - large scale roll out. One of the main components of Uninettuno delivery model is the provision of environments and activities for interactive and collaborative learning. The webinar will briefly introduce Uninettuno models, focusing then on the process that led to evolve the "Virtual Classroom" system in an "Interactive Class" system (experimentation - piloting - large scale roll out), and on the psychopedagogy-centered approach adopted for the definition of teaching/learning model framework for all the actors of the teaching/learning process. By Alessandro Caforio (UNINETTUNO)

    12 September 2017

    Innovative Distance Education Programs Recently Offered by Anadolu University for Providing Identical Needs of Different Target Groups

    The Open Education System of Anadolu University has continued to enlarge with the launch of new programs in 2015-2016 academic year: Public Relations and Advertising, Healthcare Management, Social Work, and Management Information Systems, also new associate degree programs in 2015- 2016 academic year, i.e. Culinary Arts, Child Development, Medical Documentation and Secretary Training, and Geriatric Care, and in 2016-2017 academic year, Geographic Information Systems and Technologies, and Web Design and Coding. The programs in Civil Aviation Management and International Trade and Logistics Management were established in 2015-2016 academic year in Faculty of Business Administration. In the webinar, of those new programs, specifically information about Web Design and Coding and Geographic Information system programs as technology related programs will be presented with a focus on curriculum design features. By Ayse Hepkul, Mehmet Firat (Anadolu University)

    14 February 2017

    Blended Learning as a Key to Skills, Content, and Learning Success

    More successful and efficient teaching and learning can profit from the use of Internet and Communication Technologies. Their use in and outside the classroom can provide more supportive and successful learning opportunities, teacher and peer support, as well as innovation in course design. Blended Learning course design is one of the ways of achieving this. This webinar will focus first on general philosophies of teaching and learning specifically applied to blended learning design, which will contribute to more successful learning and greater satisfaction of learners and teachers. Using the course design model for the author's blended learning courses as an example, the talk will show how the Blended Learning concept is integrated into a curriculum at a traditional university and how it can also be used to promote communities of practice among learners. Ultimately, these factors will lead to better skills, content, and language learning. By Eric Brewster (Johannes Kepler University Linz)

    15 November 2016

    The EMMA 5D MOOC Framework

    The EMMA 5D MOOC framework is a way to describe the full cycle of MOOC creation and delivery. By identifying 5 stages of MOOC implementation (Decide; Design; Develop; Deliver; and Document), the framework introduces a set of questions as well as examples taken from three complementary perspectives: institutional, pedagogical and technical. The EMMA 5D MOOC framework integrates the distinctive EMMA project experience in cultural and linguistic diversity. It is also the result of a comparative literature review on the subject. By Marcelo Maina and Lourdes Guàrdia (Universitat Oberta de Catalunya)



    21 September 2016