Curricular decision making is generally an iterative and lengthy process, carried out by a broad range of participants and influenced by an even wider variety of stakeholders. Curricular decisions may be analyzed from various angles(Educational Design Research, 2011). The use of surveys and forums to collect information helps make designing a well rounded curriculum that is inclusive from multiple viewpoints and ensures equity for all members in participation. During the planning phase of a curriculum design requires a collaborative effort joining the content expertise of a course author (or several!) with the education, creative, and technical expertise of a learning design team that includes learning designers, multimedia specialists, programmers, technical editors (The Online Course Development Process | Faculty Development, 2016). It is crucial to have a diverse group of people to provide input and solutions to problems that have multifactorial aspects and impacts in different ways. The course author meets regularly with the learning designer, first to blueprint the course structure and assessment strategy, and then to review materials that the author has drafted. The information that is covered in these initial meetings is included in the New Course Questionnaire(The Online Course Development Process | Faculty Development, 2016). Once the data and creative team has developed an idea of what the curriculum should be, the designers can begin developing an outline that is an agreement with all the input decided in the initial collaborative meetings.
Educational Design Research. (2011). Google Books. https://books.google.com/books?hl=en&lr=&id=CMR8AgAAQBAJ&oi=fnd&pg=PA67&dq=data+analysis+for+designing+curriculum&ots=mUMTgSeisV&sig=Z_vfNTBMzSxT8c-oYsfb76AXKSI#v=onepage&q&f=false
The Online Course Development Process | Faculty Development. (2016). Psu.edu. https://facdev.e-education.psu.edu/plan/devprocess