Module 1:  Create your quality online course blueprint

1.9 Resources for further study

For those interested in learning more about particular topics in Module 1, we’ve included links to further resources below. Resources are organized by topic. To view longer summaries of particular resources, select the “Click for resource description” tab.

Adult learning principles

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Elsevier.

Instructional design

Taxonomy of significant learning

Fink, L. D. (2003). Creating significant learning experiences. Jossey-Bass.

Nine events of instruction

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Wadsworth/Thomson Learning.

This is an updated version of Gagné’s 1974 classic, which grounds instructional design in research-based principles of learning, and in which he introduces the Nine Events of Instruction. Includes two new chapters on online learning and technology.

Backward design

McTighe, J., & Wiggins, G. (2014). Improve curriculum, assessment, and instruction by using the Understanding by Design framework. ASCD.

Learner-centred design

The learning paradigm

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 13–26.

Seven principles for good practice in undergrad education

Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.

Implementing the seven principles with technology

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3–6.

Learning outcomes

Developing effective learning outcomes

Kolomitro, K., & Gee, K. (2015, May). Developing effective learning outcomes: A practical guide. Centre of Teaching and Learning at Queen’s University. Used under CC BY-NC-SA 4.0 license.

This resource offers guidance on how to write effective learning outcomes and align them with assessments and instruction. Includes the lived experience of one of the authors who describes how updating her outcomes and aligning them with assessments and instruction improved student learning in one of her courses.

Bloom’s taxonomy

Wikipedia. (2021, November 2). Bloom’s taxonomy.

A succinct overview of Bloom’s Taxonomy of Educational Objectives, a framework for categorizing educational goals.

Degree-level expectations

Queen’s Printer for Ontario. (2018, December 14). Ontario qualifications framework (OQF). Ontario Ministry of Colleges and Universities.

Online course standard rubrics

We would be remiss not to mention some of the online course standards rubrics developed by educational institutions and accrediting agencies, which provide sets of often overlapping standards by which online courses can be evaluated and improved. Two of the most common ones that we’ll highlight here are as follows:

Online Course Quality Review (OSCQR) rubric, SUNY

Online Learning Consortium, Inc. (n.d.). SUNY Online Course Quality Review Rubric (OSCQR). The OSCQR Rubric. Used under CC BY 4.0 license.

Quality Matters (QM) rubric

Quality Matters. (2021). Specific Review Standards from the QM Higher Education Rubric, Sixth Edition.

The science of learning

How learning works

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

How people learn

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.

How to improve student learning

Persellin, D. C. & Daniels, M. B. (2014). A concise guide to improving student learning: Six evidence-based principles and how to apply them. Stylus Publishing.

The learning scientists

The Learning Scientists is a blog that presents the results of educational research in a highly readable form. The blog is authored by cognitive psychological scientists interested in promoting the science of learning, whose goal is “to make scientific research on learning more accessible to students, teachers, and other educators.”

Universal Design for Learning (UDL)

CAST, Inc. (2021). About Universal Design for Learning.


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