When incorporated properly, technology tools can supplement your face-to-face and hybrid courses by providing students with a well-organized and interactive space that enhances the time you spend together in the classroom. If you’re looking for ways to reinvent or refresh your course by maximizing the technology tools provided to you by Johnson & Wales University, please contact the IDT team to schedule an appointment with an Instructional Design and Technology Specialist.

Use the IDT team's Course Design Checklist to facilitate good course design practices for on-campus and hybrid courses including organization & design, instructional delivery, and accessibility. Make an appointment with an Instructional Design & Technology Specialist to update your course to meet these course design guidelines.

You can also follow a few key guidelines listed below to analyze and effectively design your course(s).


Begin your design process by critically analyzing your course objectives and the context of your course.  You can guide your thinking in this process by answering the questions:

  • Who are your students (e.g., what major/minor/concentration, professional aspiration, demographic, etc.), and what might they need intellectually and emotionally to effectively learn the content of your course?

  • What key skills, behaviors and understandings should students master by the end of this course?

  • How will I, as instructor, know that students have mastered the skills, behaviors and understandings?

  • What, if any, prerequisite knowledge should students enter this course with, and/or what courses will students likely take after this course?

  • What challenges or opportunities might students face while taking this course?

  • How might I, as instructor, promote higher order thinking in this course?

  • What resources do I know I have available to me by the university, and what might I want to learn more about to maximize student learning in this course?


Research shows that in order for students to learn, they must be actively engaged.  As student learning is the main goal of education, it is in our best interest as instructors to promote learning environments that promote active and engaged learning.  As you work through the design of your course, think of ways that you can leverage technology to provide students with multi-modal learning opportunities.

With the above in mine, use the following steps to redesign your course:

  • Write down your course objectives that you established in the analysis stage

  • Identify ways in which students may demonstrate mastery of the course objectives

  • Describe key performance indicators of how you will know students have mastered these course objectives (e.g., what will you see and hear from students that will indicate they have learned the content and can transfer knowledge to a new setting?)

  • Brainstorm activities and assignments that will guide student learning by promoting higher order thinking in meeting mastery of these skills and behaviors


Planning is only as good as the follow through in the end.  After analyzing and designing your course, set a system in place to ensure appropriate and intentional follow through of your plan.  

Some suggestions we have for proper follow through of your design include:

  • Develop a Weekly Course Outline that outlines essential questions for that week’s course objective(s) and lists key learning activities used to meet those questions

  • Craft a technology integration action plan that specifies (1) technologies you are comfortable using and plan to implement immediately; (2) technologies you wish to learn more about with support from our Instructional Design and Technology Specialists; and, (3) activities and assignments you think may be able to be reinvented to incorporate more technology and thus, student engagement

  • Be realistic about your pedagogy and technology capacity, and don’t be afraid to start small with sustained capacity-building support from our Instructional Design and Technology Specialists.

For more inspiration on effectively (re)designing your course using technology, consult Chickering and Ehrmann’s (1994), Implementing the Seven Principles: Technology as Leverage.

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