Presenters:
Doreen Richards and Debra Dixon
Designing online courses requires more than aligning content with credit hour standards; it demands intentional balance between workload, learning outcomes, and cognitive processing. This session explores how principles from cognitive science, such as Cognitive Load Theory, Bloom’s Taxonomy, and the Spacing Effect, can guide faculty in building online and hybrid courses that foster deep learning while avoiding overload and redundancy. Drawing on work as an instructional design consultant and faculty developer, we will demonstrate a systematic approach to workload balancing, cognitive demand distribution, and outcome alignment across different course formats (traditional, accelerated, and compressed). Participants will also see how AI-driven feedback can support faculty in evaluating workload and optimizing course design in real time. Faculty and instructional designers will leave with practical tools for mapping outcomes to assessments, scaffolding complex tasks, and creating learner-centered digital environments that sustain engagement and improve performance.
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