Foundations to Skyscrapers: Stages of Quality Design (Issue 17)


Our department is working on a foundational framework that will pull together various processes and guidelines faculty encounter when working on developing and implementing their courses and programs…Our faculty development will focus on these as one framework/solution. We would like to do this all within the ADDIE model. What Quality Matters (QM), Worldwide Instructional Design System (WIDS), pedagogy, accessibility, and/or assessment items will come up for them during each stage of the ADDIE model?


Program Framers


Dear Program Framers,

Whether working with a single course development process, or building an entire program of courses within a discipline, the task can be daunting. Including and implementing all elements for a solid foundation requires skill and knowledge. It’s like baking a cake—if one or two necessary ingredients are ADDIE is a familiar guide for course design, but we must ask ourselves - is ADDIE enough?left out, it could spell disaster for the credibility and reputation of the baker! So it is in the world of online pedagogy. Without a proper foundation of the necessary elements related to solid pedagogy and course design, the entire enterprise might crumble and take the credibility of the developers with it.

A structured approach to course and program design can minimize such potential errors. This is where ADDIE comes in to guide the process of a quality course design. Project management is implicit when referring to creating a system of courses—a disciplinary program—and the two systems parallel each other. However, we will leave that discussion for another edition. Instead, we will focus on the use of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the identification of essential elements to course design within each stage. So, let’s break this down in the graphic below.

Table reflecting ADDIE stages and course design topics associated with each

Creative Commons License
Quality: ADDIE Stages & Topics by Denise Lowe is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Of course, in the Implementation stage, the faculty might find additional gaps in the alignment of outcomes, activities, and assessments. They may also find materials needing further accessibility options—this is about continual modification. The Evaluation stage provides the opportunity to revise the materials and design further to address any issues revealed, asking the question—have the goals been met?

As the graphic reflects, the issue of Quality is overarching all elements of effective course design. Since the components of quality can be both objective and subjective, every staged topic area can be viewed through a lens of quality design. The explicit content contained in each stage can obviously ebb and flow throughout the entire process as feedback and revisions continue to improve the course design and instruction.

As we continue to ask questions about effective course and program design, instructional designers will need to challenge themselves with developing skills in program management as they continue to sharpen their course design and development skills. The use of the ADDIE model is a familiar guide for course design; the skills necessary for program management may not feel the same way for many, but we must ask ourselves – Is ADDIE enough?

I’m sure there are many more tips that others in the community have found useful. What strategies do you use for effectively engaging faculty in the online course design process? Please share your thoughts with our community!

ELI Webinar | Carnegie Mellon’s OpenSimon Toolkit: Open Techniques, Tools, Content, and Code for Engineering Learning

In May 2019, Carnegie Mellon University launched OpenSimon, a learning engineering community working to improve learning outcomes for individual learners while collectively advancing our larger understanding of human learning. Central to this effort is the release of the OpenSimon Toolkit. This suite of tools, educational resources, and underlying codebase includes many of the instruments that Carnegie Mellon’s learning scientists invented for their own research and that are being used to improve the quality of courses taught in CMU classrooms today. All together, this collection represents more than a $100-million research and development effort.

This webinar will provide an overview of the OpenSimon project, highlighting toolkit components and presenting case studies of their use; participants will be invited to join the OpenSimon community, with specific opportunities to collaborate and learn more. During the webinar, we will solicit community input on how to best structure future work, training, and collaborative events.


Participants in the webinar will be able to:

  • Learn about the OpenSimon project and the components of the toolkit
  • Relate toolkit components to the learning engineering life cycle and to their own (individual or institution’s) educational needs and challenges
  • Find the toolkit and related information
  • Take advantage of opportunities to collaborate, engage with the larger OpenSimon community, and receive more extensive training and support around the toolkit

Revise, Revamp, or Redo Your Online Course

FAU’s Center for eLearning invites you to participate in these free Professional Development sessions. They are offered to all FAU faculty and staff, and all eLearning professionals; you are our eLearning Community of Practice partners! Please join us, and tell a friend.

Headset, microphone, and a quiet area are recommended for optimum virtual participation. CeL tech team will assist with technical questions.

As the semester comes to a close you may be wanting to revise, revamp, or totally redo your online course. This professional development session provides some handy tips.

Participate online via WebEx | Password: spring


Or join us at any CeL location. If you have a laptop and/or headset, please bring them. If not, we will do our best to provide them for you.


Boca Raton: CeL Training Lab, Building 4, IS-214C

Davie: Liberal Arts Building, LA-203

Jupiter: Student Resources Building, SR-249


Center for eLearning

Florida Atlantic University

777 Glades Road, Bldg. 4, Rm 209

Boca Raton, FL 33431

Phone: (561) 297-4850


CeL Open Lab Hours:

Boca Raton: IS-208, Mon & Fri 8am-5pm

Broward: LA-203, Mon & Fri 8am-5pm

Jupiter: SR-249, Mon & Fri 8am-5pm