Reference no: EM133283651

Question: Do you agree or disagree with this post? This week's discussion board question is interesting, given that in the Smith (2014) chapter, before the need's assessment is a discussion on different learning styles, discussing global/big picture versus more detail-driven, and giving validity to each. Yet for course design the position of big picture first is presented as the correct way to focus, an irony that is apparently lost on the author (Smith, 2014). I would assert that focusing on big picture versus details first in design is a matter of personal preference based on learning style, type of intelligence, and other personality, ability, and intellectual giftings, with the correct way to approach design being different based on the makeup of those doing the design. Gamson et al. (2019) suggest looking at specific needs first, and with that focusing on the standards that will need to be met, is most effective since most educational experiences are driven by the specific standards that must be met. Baldwin (2019) suggests that online course design start with the design for the traditional seated course and then things be tweaked, which clearly means working on details, not big picture items, first.

Having said that, if the designer is going to start with the broader focus and work toward details, Smith (2014) suggest prioritizing information based on the time left before the class starts. Using the best practices for online course design can also help keep course designers on track and not distracted by the details to be worked out. The best practices can also guide designers in prioritizing needs (Lewis, 2020). Another important thing to consider in staying on track and prioritizing needs is the evidence. Evidence-informed design means that the design priorities need to be based on what the scientific research shows is the most important thing. By letting the evidence inform design priorities, it allows for the differences based on the context where the course design will be used (Neelen & Kirschner, 2020). From a biblical perspective, it is important to understand the different parts of the design process, prioritize needs based on time left to design the course before it begins, which is essentially counting the cost as described in Luke 14:28 (New International Version, 1978/2011). With this in mind, by using evidence-informed priorities based on the needs assessment and the time left in the design process, course designers can stay on track in their project.