Course development

An online course rich in media and interactivity requires production. Here the actual course comes together, incorporating instructional texts, graphics, video and interactives into an immersive and welcoming course, all hosted on a learning platform

Course development guide

At the end of this course development phase, you will have:;

  • Created a range of authentic rich media, based on the course design
  • Selected appropriate platforms to host learning and teaching
  • Compiled and configured a course in a Learning Management System.

Reflect on each of the following questions with your team and use the guide information to aid your planning.

In the earlier course design phase of work, you’ve likely identified a range of learning activities, some of which might be enhanced by media – for example; a detailed diagram labelling the circuitry of a silicon chip; video dramatizations of a performance management conversation; an interactive model of blood flow.  

It's very easy to fall into the trap of using media in an arbitrary manner – e.g. lots of decorative (but unnecessary) images; lengthy ‘talking heads’ video that could convey the same meaning via written text; an excessive number of full-length lecture captures – included only because they’re available assets; or a novel technology like Virtual Reality – used in ways that have little educational value. When media is used to genuinely help students grasp concepts, it adds to a rich student experience. However, when media and digital tech are used excessively as ‘window dressing’ or for novelty's sake, it can become a distraction and a barrier to attainment. For these reasons, it’s arguably better to make decisions on the right tools or media after you’ve identified the educational worth of a learning activity. 

Media and digital technologies can have an impact on students who are differently-abled. Examples might include the use of educational graphics with no ‘ALT’ text to allow screen reader to describe images to partially-sighted students; reliance on dated software applications that have few keyboard commands to help students with motor-neuron difficulties who struggle to use a mouse or trackpad; cluttered interfaces and poor colour composition on pages that overstimulate neurodiverse students. Most aspirations to use media and tech can still be considered inclusive with a little thought and reasonable adjustments. 

Whilst A.I. has dramatically reduced the cost for creating graphical and film media, if the aim is to create an authentic and rich student experience with media and digital tech, it can be well worth working with specialists like graphic designers, video producers and ed-tech engineers to produce media that serves the course's educational goals. 

There are many types of online education ‘platforms’ that could host your online course and provide an online student experience of some kind. These broadly fit into the following categories:

  • Simple conferencing tools. Some courses don't require large platforms, and can instead rely on a virtual space to meet synchronously. Platforms like Microsoft Teams or Google Classrooms offer video conferencing solutions with features suited to teaching – like polling tools, breakout groups, and chats.  
  • Learning Management Systems (LMS) or Virtual Learning Environments (VLE). These are standard for most online teaching in the higher education sector. These platforms offer a comprehensive set of teaching and assessment tools (like cohort management, announcements, facilitated discussion spaces and assignment submissions). They also offer student management tools for individual users (like attainment analytics, personal gradebook). Oxford University's LMS is Canvas, but another popular and open source solution is Moodle. 
  • Online Programme Management (OPM) platforms. These are an increasingly popular solution for universities. Much like an LMS, these tools offer comprehensive teaching and learning and student management features to create rich online experiences. However, these platforms are searchable to a global audience and Oxford’s courses sit alongside courses from peer institutions. Crucially, OPM providers take an active interest in what courses appear on that platform, and therefore help to design, develop and market the courses – for a share of the revenue it might generate. 

 

Having produced authentic media assets, these need to be integrated into a Learning Management System. The design phase ought to guide you on how instructional texts and media and tools ought to be structure and sequenced. This helps avoid the Learning Management System being used as a mere repository of teaching resources, but a complete experience for students. 

When compiling media assets, you should test them to ensure they function as expected (e.g. Do hyperlinks display pages correctly? Do streaming videos play correctly? Do quizzes score results as expected?). 

Use a consistent layout, clear naming conventions, and concise instructions to reduce cognitive load and improve usability. Where possible, integrate media with learning activities (e.g. discussion prompts, quizzes, or reflective tasks) so that videos, readings, and resources actively support engagement rather than passively sit on a page. 

In parallel, careful course configuration underpins a smooth student experience. Check rollover settings to confirm which content, dates, and announcements are copied from previous offerings, and update time-sensitive information. Configure group settings early if collaborative activities are planned, ensuring group size and allocation methods align with assessment design. Review release conditions, gradebook setup, and communication tools so students have timely access to materials, feedback, and support. Thoughtful configuration ensures the pedagogy is supported by the platform rather than constrained by it.