Charles Sturt University
Charles Sturt University

Course Design Process

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The Course Design Process defines the procedures for course teams working on review, design and development.

The components of the course design process consist include:

  • Selection
  • Preparation
  • Design Phase 1: Baseline, Integrated Standards and Course Learning Outcomes
  • Design Phase 2: Assessment and Subject Design
  • Design Phase 3: Module Design

The process aligns the principles for quality course design with the first element of the Curriculum, Learning and Teaching Framework.

Degrees designed for graduate outcomes

Course Design Process

Design Phase 1

CSU Courses are aligned to standards and industry expectations.


  • Determine the Drivers, Strengths, Needs and Risks of the course.

Integrated standards

  • Integrate AQF, GLOs and professional accreditation standards to create one set of course standards.

Course Learning Outcomes

  • Create Course Learning Outcomes that define the knowledge and skills required to meet the standards.

Achievement of the Course Learning Outcomes is defined as tangible evidence of learning which is then used to develop assessment tasks.

Design Phase 2

Assessment demonstrates achievement of professional standards and graduate learning outcomes.

Assessment is authentic to graduate practice.


  • Design assessment tasks that support evidence of   student learning and achievement of course learning outcomes.

Learning is scaffolded and there is a broad range of assessment styles across the course.

Assessment tasks are authentic, criterion-referenced and standards-based (CRSB). They have clearly defined assessment criteria and performance standards that make explicit to students what they need to achieve in order to receive a passing grade.


  • Define subject learning outcomes which support students to successfully complete assessment   tasks.
  • Select teaching and learning strategies best suited to realise the subject learning outcomes.

Design constructively aligned subjects that meet the needs of students and are deliverable in online mode.

Design Phase 3

Learning activities are online, flexible and practice-based.

Feedback from learners and practice community is actively sought and actioned.


Create activities and resources that utilise the learning and teaching strategies to achieve the Course Learning Outcomes.


  • Gather feedback with a focus on design elements and alignment to improve course design.

The course design process is informed through regular feedback from all relevant stakeholders at specific points in the design process, especially students.