I had the valuable opportunity to engage in the process of designing “Rhythm” portion for a blended learning course. It was an enlightening and enriching experience that allowed me to delve into the intricacies of instructional design and explore the unique challenges and considerations specific to online learning environments. Reflecting on the process of building this module, I came across couple thoughts and considerations that I was unaware beforehand.

First and foremost, I realized the importance of detailed planning and organization in the course design process. Creating a well-structured course with clearly defined learning objectives, modules, and topics is vital for both the facilitator and the learners. I would often show my modules to my teaching partner during the development phase and from their perspective, and the purpose of the module would be forgotten. I had to strip away irrelevant components as the purpose of the online module was to primarily focus on rhythm and community. I removed the history and singing portion that did not abide to the primary objective of learning rhythm. 

One of the challenges I encountered during the course design process was ensuring there was cohesion and a strong flow of learning throughout the modules. I wanted the order of the activities to be cohesive and coherent. I also wanted the descriptions of each activity to be engaging, yet informative. Finding the balance was a difficult process. I find that until the module is presented and critiques are received, there is only so much one can do. The importance of feedback was noticed during the development of the modules.

Throughout the course design process, I also realized the significance of visual elements and media objects. Carefully selecting appropriate visuals, using consistent fonts and color schemes, and incorporating multimodal elements such as videos, images, and audio recordings contributed to the overall aesthetics and enhanced the learning experience. I became aware of the impact that visually appealing course materials, coupled with media-rich content, had on learners’ attention, understanding, and retention of information. One of the limitations of Google Classroom was the inability to adjust the theme of the classroom. 

In conclusion, the experience of designing an online course as a graduate student provided me with invaluable insights into the complexities and nuances of instructional design. From the meticulous planning and organization to the incorporation of diverse learning activities, effective communication strategies, visually appealing elements, and accessibility considerations, I gained a comprehensive understanding of the factors that contribute to a successful online learning experience. This journey not only deepened my appreciation for the art of course design but also equipped me with essential skills and knowledge that I can apply in future educational endeavors.