Use the Online Course Framework Matrix by creating a table in Word to help you map out the essential elements of your online course and achieve alignment between your objectives and course components. The Online Course Framework Matrix provides an opportunity for you to list your desired learning outcomes and your teaching strategies, supporting content and Blackboard Learn tools, practice activities, and feedback and assessment strategies.

You should include the following important components in your document:

Learning Objective

List the learning objective(s) for your module. Use measurable terms to describe the desired outcome of a successful student after completing the course.

Instructional Materials

This is the core of your content. You may choose one or multiple instructional materials for presenting this lesson.


  • Content Pages – Blackboard, accessible PDF, HTML
  • Lecture Recordings – Screen capture such as Panopto, Podcasts, Tutorials
  • Synchronous Lectures – Web Conferencing such as Zoom or Microsoft Teams
  • Seminar Format – Collaborative Activities
  • Other – Alternative methods for students to acquire and collect information

Supporting Content/Tools

Use a variety of content delivery methods and multiple examples.


  • Case studies
  • Multimedia
  • Links
  • Images
  • Podcasts
  • Video clips
  • Glossary
  • Reading assignments
  • Content review games
  • Guest presenters
  • Tutorials
  • Simulations
  • Learner-led lessons

How will students practice/apply their knowledge?

Create strong learning experiences by identifying learning activities that will provide opportunities for students to practice/apply new knowledge.


  • Reflection Activities – Writing assignment, discussion, blog, case study, document observation
  • Visual Activities – Search visual examples, record videos, explore virtual sites, create concept maps
  • Hands‐on Activities – Develop a presentation, engage in role play, interact with simulations
  • Discussions – Engage students in asynchronous dialogue and apply what you have taught to new situations. Consider letting them discuss topics of their own interest.
  • Interactive Activities – Add interactive activities (such as flash cards, games) for students to engage with the content and practice.
  • Practice Test – Provide practice tests for students to check their understanding with immediate built-in feedback.
  • Assignments – Have students submit a paper or presentation and provide feedback.
  • Group Projects – Create activities where students work in groups.

How will you provide feedback?

Incorporate multiple methods to provide feedback.


  • Individual feedback (per student)
  • Group feedback (class summarized)
  • Completed rubrics
  • Announcements
  • Audio feedback
  • Discussion summaries
  • Assignment attachment and comments
  • Turnitin with Feedback Studio
  • Practice quiz with automated feedback
  • Video feedback
  • Screen capture
  • Gradebook comments
  • Email
  • Date released tools such as Announcements, Content

How will you assess?

Identify the way(s) you plan to check your students’ learning based on the learning objective(s).


  • Assignments – (1) Describe student task, activity, or project, (2) Identify what criteria you will use to grade it (rubric), (3) Determine whether the assignment is for individual submission (Assignment Tool) or to be shared with classmates (Discussions Tool).
  • Discussion Questions – (1) List the question(s), (2) Identify what criteria you will use to grade each discussion topic.
  • Group Projects – (1) Describe the project, (2) Determine whether the completed product should be submitted individually by each student or a single submission as a group (Assignments), (3) Identify what criteria you will use to grade it (Rubric).
  • Test Questions – (1) draft the test question(s) & answer, (2) Provide any reference information or feedback for the question/answer choice, if desired.


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The University of Alabama College of Continuing Studies | Adapted from the Center for Teaching Excellence, Southern Illinois University 8/27/2013 | Revised 8/01/2021. To view a copy of this license, visit