Phase 2 - Build

Phase 2 - BUILD

Pre-Phase Checklist

  • Clearly defined and documented course objectives that are action-oriented and measurable
  • A completed alignment grid outlining teaching/learning activities and assessments with the aligned objectives
  • Documented individual lesson objectives
  • A course structure with manageable and sequenced components
  • A draft of course syllabus

Build Phase Objectives:

In the Build phase you will:

  • Create complete learning activities that engage students in the learning process (Quality Online Course Element #3);
  • Develop and upload a variety of course content and media files that support the learning activities. Fill the course structure with curriculum content (Quality Online Course Element #4); and
  • Finalize the syllabus.

Rationale:

With the overall course and lesson objectives and structure defined from the previous phase instructors can start building individual lessons and finalize the course syllabus. The syllabus will be completed at the end of the Build phase when all the materials and sequencing needed for the course have been identified.

Process

A complete lesson or learning unit has four components:

  1. Statement of activity outcome(s)
  2. Presentation/demonstration of new information or processes
  3. Practice opportunities with feedback and coaching
  4. Assessment of student learning related to the stated outcomes

Model of A Complete Learning Activity.png

This four-part structure allows students to understand what they are going to learn, how they are going to receive instruction, practice the material while receiving feedback, and finally be assessed based upon what they have learned. With the lesson objectives identified from the Design phase, instructors now need to create the presentation/demonstration of the content, provide practice opportunities for student to engage with content, interact with each other and instructors, and create student learning assessments that support and evaluate the identified objectives.

 Step 1 - Develop presentation/demonstration

Instructors often present new information in the form of lectures, readings, videos, etc.  Select the best presentation format for the type of content being presented (e.g., facts, concepts, procedures, processes, etc.).  Gather or produce informational materials and media supporting your activity objectives.

  • Identify what copyright permissions you need to obtain or respect.
  • Plan on how you are going to present your content (e.g. instructor and/or student led learning).
  • For an online or hybrid class, select web-appropriate delivery methods for your content and audience (i.e., JPG images, MP3 audio, streamed video, internet links, web pages, etc.) Note: Powperpoint is NOT a web-friendly format.  Consult with TLT Links to an external site. if you have media format questions. 
  • Break long lectures into 10-20 minute topical segments

Examples:

Step 2 - Develop practice activities

Students gain understanding by participating in non-graded activities or exercises (i.e., reading, discussion, practice tests, self-evaluation, reflection paper, etc.) that engage students with the activity content and their peers. Students should receive feedback or coaching to improve their understanding.

Practice provides:

  • opportunities for risk-free interactive learning on an individual, group, or community level
  • feedback and/or reflection opportunities with experts or peers (instructor - students, student - student, educational/professional community, self-assessment, etc.)

Step 3 - Develop students learning assessment

This consists of graded items (i.e., assignments, discussions, projects, papers, quizzes, exams, etc.) that measure a student's achievement of the stated learning objectives for the activity.  Assessment may include exams, quizzes, papers, student presentations, projects, reports, etc.

Students need to demonstrate their knowledge and skills achieved. Ask yourself the question, "Has the lesson or course objective(s) been achieved?"

  1. Create a description and specific instructions for your assessment
  2. How will the students be graded? Create a grading scale
  3. Select appropriate delivery methods for your assessment
  4. How will feedback be provided on student performance? Plan constructive feedback options

While the course materials are developed, the course structure that has been set up in the Design phase is filled with curriculum content.

Completing the Syllabus

You can now finish assembling your course syllabus and create the schedule.  CTLE Links to an external site. provides resources for syllabus construction, including the University of Utah syllabus guidelines developed by Undergraduate Council.

For a fully online class, the syllabus should include clear information about technology requirements, preferred communication methods, participation and interaction guidelines and links to resources for technical support.

Assessment Resources

After the course is built, you can request review services from two departments:

Both services are free and confidential. 

 By the end of this phase you should have:

  • Course materials (presentation/demonstration, practice, and assessments components) developed in your course delivery system
  • An organized and easy-to-navigate course 
  • A completed course syllabus