Step 1: Competency Summary (200–300 words)

Instructional design competencies such as needs assessment, curriculum alignment, multimedia

integration, accessibility, and evaluation are central to this project. Needs assessment ensures the
Research Methods course addresses learner gaps in defining research problems and applying
methodologies. Curriculum alignment guarantees that learning outcomes are measurable,
observable, and tied to Bloom’s Taxonomy. Multimedia integration allows for interactive
content (videos, simulations, branching scenarios) that foster engagement. Accessibility
awareness ensures compliance with WCAG standards, making the course inclusive for diverse
learners. Evaluation skills enable the design of formative and summative assessments that
measure learner progress and provide actionable feedback. Together, these competencies form
the foundation of the project, ensuring that the course is pedagogically sound, technologically
enhanced, and inclusive. By applying these skills, RM 2030 will empower learners to critically
analyze, design, and apply research methods in authentic contexts.

Course Learning Outcomes

By the end of this course, students will be able to:

 Explain the concepts, characteristics, and objectives of research, and methods of

acquiring knowledge.
 Differentiate among major types of research by analyzing case studies and examples.
 Identify and formulate a researchable problem aligned with academic standards.
 Conduct a literature review to identify gaps and justify the significance of a proposed
study, following appropriate in-text citation and referencing.
 Develop a mini-research proposal employing appropriate research methodologies
(design, sampling, data collection instruments, analysis methods) based on a given
research problem.
 Produce a structured research report that presents and interprets findings, adhering to
appropriate academic writing standards.
 Critically evaluate research reports for methodological soundness and adherence to
academic standards.

CLO-to-Chapter/Content Mapping
CLO Outcome (summary) Corresponding Chapters/Content

Explain research concepts,

Ch. 1 – Introduction (Methods of Acquiring Knowledge;
1 characteristics, objectives, and
Meaning, Characteristics & Objectives of Research)
methods of acquiring knowledge

2 Differentiate types of research via Ch. 2 – Types of Research (Applied/Fundamental,

case studies/examples Quantitative/Qualitative, Descriptive/Explanatory/Exploratory,
CLO Outcome (summary) Corresponding Chapters/Content

Other types)

Identify and formulate a

3 Ch. 3 – Identifying and Defining Research Problem
researchable problem

Conduct a literature review with Ch. 4 – Literature Review (Purpose, Steps, In-text Citation,
4
proper citation Reference List)

Develop a research proposal

Ch. 5 – Research Proposal; Ch. 6 – Research Design; Ch. 7 –
5 (design, sampling, instruments,
Sampling; Ch. 8 – Data Collection Methods
analysis)

Produce a structured research Ch. 9 – Writing Research Report (Structure, Content, Writing
6
report Style)

Cumulative — applies concepts from Ch. 2, 6, 7, 8 & 9 (design

Critique research reports for
7 appropriateness, sampling adequacy, instrument validity,
methodological soundness
reporting standards)

CLO-to-Assessment Mapping
Weight
CLO Outcome (summary) Suggested Assessment Method
(example)

Explain research concepts &

1 methods of acquiring Short quiz / definitions & short-answer test 5–10%
knowledge

Differentiate types of Case-based assignment (classify given research examples

2 10%
research by type)

Formulate a researchable Individual assignment: draft a problem statement +

3 10%
problem research questions/hypotheses

Conduct literature review Mini literature review (3–5 sources) with APA in-text
4 15%
with citation citations & reference list

Group/individual research proposal (full: background,

5 Develop a research proposal 25–30%
design, sampling, instruments, analysis plan)

Produce a structured Written report following the 9.3 structure (abstract–

6 20%
research report conclusion) based on the proposal or a mock dataset
 Weight
CLO Outcome (summary) Suggested Assessment Method
(example)

Peer review / critique exercise on a sample published

7 Critique research reports article or classmate's proposal, using a rubric (design, 10–15%
sampling, validity, ethics)

— — Total 100%

Week-by-Week Course Schedule — Research Design (RM 2030)

Week Topic / Chapter CLO(s) Activities Assessment

Ch. 1 – Methods of Acquiring Lecture, discussion of

1 Knowledge; Meaning & 1 intuition/authority/tradition vs. —
Characteristics of Research scientific method

Ch. 1 – Objectives of Research;

2 1 Lecture + short in-class exercise Quiz 1 (CLO 1)
Steps in Scientific Method

Ch. 2 – Applied vs.

Compare/contrast exercise using
3 Fundamental; Quantitative vs. 2 —
real study examples
Qualitative Research

Ch. 2 – Descriptive,
Explanatory, Exploratory Assignment 1 due:
Case-study classification exercise
4 Research; Other types 2 Classify research
(group work)
(Ethnography, Historical, examples (CLO 2)
Evaluation)

Ch. 3 – What is a Research

Guided practice: turning vague
5 Problem; Defining a Research 3 —
topics into workable problems
Problem

Ch. 3 – Characteristics of a Assignment 2 due:

Individual draft: problem statement
6 Good Research Problem; 3 Problem statement
+ hypothesis/research question
Variables & Hypotheses draft (CLO 3)

Ch. 4 – Literature Review: Library/database orientation;

7 4 —
Purpose & Steps source evaluation practice

8 Ch. 4 – In-text Citation & 4 Citation workshop; annotated Assignment 3 due:

Reference List (APA) bibliography practice Mini literature review
with APA citations
Week Topic / Chapter CLO(s) Activities Assessment

(CLO 4)

Ch. 5 – Research Proposal

Proposal structure walkthrough; Midterm Exam (CLOs
9 Components; Ch. 6 – Research 5
match designs to sample problems 1–4)
Design (types)

Ch. 6 – Research Design

(cont'd): Experimental, Quasi- Design-selection exercise using case
10 5 —
experimental, Ex Post Facto, scenarios
Correlational

Sampling calculation practice

Ch. 7 – Sampling: Procedures,
11 5 (simple random, stratified, —
Probability Methods
systematic)

Proposal draft check-

Ch. 7 – Non-Probability Sample size determination exercise
12 5 in (formative
Sampling; Sample Size (Krejcie & Morgan table)
feedback)

Ch. 8 – Data Collection

Methods (Questionnaire, Instrument design workshop (draft Research Proposal
13 5
Interview, FGD, Observation, a questionnaire/interview guide) due (CLO 5)
Document Analysis)

Ch. 9 – Research Report

Guided report outline based on
14 Structure (Abstract → 6 —
own/mock proposal
Conclusion)

Ch. 9 – Writing Style &

Research Report due
15 Standards; Report drafting 6 Peer feedback on report drafts
(CLO 6)
workshop

Cumulative Review: Peer critique exercise using rubric Critique Assignment /

16 7
Methodological Critique (design, sampling, validity, ethics) Final Exam (CLO 7)

Suggested Grade Weighting (aligned to CLOs)

Component CLO(s) Weight

Quiz 1 1 5%

Assignment 1 (Classify research types) 2 5%

 Component CLO(s) Weight

Assignment 2 (Problem statement) 3 10%

Assignment 3 (Literature review) 4 15%

Midterm Exam 1–4 10%

Research Proposal 5 25%

Research Report 6 20%

Critique Assignment / Final 7 10%

Total 100%

Notes on feasibility for 2 Cr Hr

 16 weeks × 2 hrs/week ≈ 32 contact hours — this schedule is fairly dense for that load. If actual
contact time is lower, consider:
o Compressing Weeks 9–12 (Design + Sampling) into fewer sessions, since these are
closely related, or
o Reducing to a 10–12 week schedule if your term is shorter, dropping the midterm and
merging Assignments 1–2 into a single early formative task.
 The Proposal (Week 13) → Report (Week 15) sequence assumes students build the report
directly from their own proposal — this reduces redundant work and reinforces CLO 5 → CLO 6
progression.

Want me to adjust this to a specific term length (e.g., 10, 12, or 14 weeks) or your institution's
actual contact-hour structure?

From Copilot

Unit / Linked Learning Bloom’s Instructional Assessment

Sub-Contents
Chapter Outcomes Level(s) Strategies Methods
1.1 Methods of Outcome 1
Acquiring (Explain
Knowledge 1.2 concepts, Lecture, guided
Chapter 1: Quiz,
Meaning & characteristics, reading,
Foundations Understand reflection
Characteristics of objectives, discussion
of Research journal
Research 1.3 methods of forum
Objectives of acquiring
Research knowledge)
 Unit / Linked Learning Bloom’s Instructional Assessment
Sub-Contents
Chapter Outcomes Level(s) Strategies Methods
2.1 Applied vs.
Fundamental 2.2
Quantitative vs. Case study
Chapter 2: Qualitative 2.3 Outcome 2 analysis, Short paper,
Types of Descriptive, (Differentiate Analyze comparative case-based
Research Explanatory, types of research) chart, group quiz
Exploratory 2.4 discussion
Other types 2.5
Research Process
3.1 What is a
Chapter 3: Outcome 3
Research Problem? Problem
Identifying & (Identify & Problem
3.2 Defining a Apply, analysis
Defining formulate statement
Research Problem Create workshop, peer
Research researchable assignment
3.3 Characteristics critique
Problem problem)
of a Good Problem
4.1 What is Guided library
Outcome 4
Literature Review? search, Literature
Chapter 4: (Conduct
4.2 Purposes 4.3 Analyze, annotated review paper,
Literature literature review
Steps 4.4 Citation Evaluate bibliography, citation
Review with proper
(in-text & citation exercise
citation)
reference list) practice
Proposal
Chapter 5: 5.1 What is Outcome 5
drafting Draft proposal
Research Proposal? 5.2 (Develop mini Create
workshop, submission
Proposal Components research proposal)
group project
Chapter 6: Outcome 5 Simulation Proposal
6.1 Meaning 6.2 Apply,
Research (Proposal design activity, design design section
Types Create
Design component) critique evaluation
7.1 Procedures 7.2
Criteria 7.3 Outcome 5 Hands-on
Chapter 7: Methods (Proposal sampling Sampling plan
Apply
Sampling (Probability & sampling exercise, group assignment
Non-probability) component) discussion
7.4 Sample size
8.1 Introduction
Outcome 5
8.2 Questionnaire Practice
(Proposal data
Chapter 8: 8.3 Interview 8.4 designing Data
collection
Data Focus Group Apply, instruments, collection tool
component)
Collection Discussion 8.5 Analyze mock design, mini
Outcome 6
Methods Observation 8.6 interviews, project
(Collect &
Document coding exercise
analyze data)
Analysis
Chapter 9: 9.1 Report 9.2 Outcome 6 Apply, Writing Final report
 Unit / Linked Learning Bloom’s Instructional Assessment
Sub-Contents
Chapter Outcomes Level(s) Strategies Methods
(Interpret
findings)
submission,
Outcome 7
Writing Attributes 9.3 workshop, peer oral
(Produce Create,
Research Structure 9.4 review, report presentation,
structured report) Evaluate
Report Writing style critique peer
Outcome 8
evaluation
(Critically
evaluate reports)

Course material for Unit 3

Here’s a structured development of Instructional Materials for Unit 3: Identifying and

Defining Research Problem. I’ll outline learning outcomes, sections, strategies, assessments,
multimedia content, and accessibility audit.

🎯 Unit Learning Outcomes

By the end of Unit 3, students will be able to:

1. Define what constitutes a research problem.

2. Differentiate between researchable and non-researchable problems.
3. Formulate a clear, researchable problem aligned with academic standards.
4. Evaluate the characteristics of a good research problem.

📘 Unit Sections and Instructional Design

Section Learning Objectives Instructional Strategies Assessment Methods

Define and explain the Video lecture (Camtasia),

3.1 What is a Research Online quiz, reflection
concept of a research guided reading, discussion
Problem? journal.
problem. forum.

Differentiate researchable Case study analysis,

3.2 Defining a Research Short assignment:
vs. non-researchable branching scenario
Problem classify given problems.
problems. activity.

Evaluate and apply Problem statement

3.3 Characteristics of a Infographic (Canva), peer
criteria for a good assignment, rubric-based
Good Research Problem critique workshop.
problem. evaluation.
🎥 Interactive Multimedia Content Development

 Video Lecture (10 minutes)

o Topic: What is a Research Problem?
o Tool: Camtasia
o Features: Narration, animations, embedded quiz questions.
 Infographic (Canva)
o Topic: Characteristics of a Good Research Problem
o Visual comparison chart with icons and color coding.
 Branching Scenario (Articulate Storyline)
o Learners choose between different problem statements → receive tailored
feedback.
 Podcast (Audacity)
o Topic: Defining Research Problems
o Case study narration with reflective prompts.
 Web-based Portfolio (Google Sites/Wix)
o Content: Unit syllabus, multimedia samples, accessibility compliance checklist.
o Demonstrates Universal Design for Learning (UDL).

♿ Accessibility and Inclusion Audit (WCAG 2.1 Compliance)

Evaluation Report Highlights:

 Perceivable
o Captions and transcripts for all video/audio.
o Alt-text for images and infographics.
o High-contrast color schemes for readability.
 Operable
o Keyboard navigation enabled for interactive activities.
o Clear, consistent navigation menus.
 Understandable
o Simple, jargon-free language in instructions.
o Consistent layout across modules.
 Robust
o Content tested on multiple devices (desktop, mobile, tablet).
o Compatibility with screen readers (NVDA, JAWS).

Addressing Diverse Learner Needs:

 Multiple formats (video, audio, text, visuals) to support different learning styles.
 Scaffolding activities for learners with varying levels of prior knowledge.
 Inclusive examples that reflect diverse cultural and academic contexts.

✅ With this design, Unit 3 is interactive, inclusive, and WCAG-compliant.

Would you like me to now create a storyboard (scene-by-scene script) for the Video Lecture
on “What is a Research Problem?” so you’ll have a ready-to-use multimedia teaching resource?