Developing this course provided a unique opportunity to thoughtfully plan the instruction and design of a world language course with a comprehensive approach that aligns learning outcomes, activities, and assessments in a blended learning environment. The goal was to create a significant learning environment (CSLE) where students are not only engaged but also encouraged to take ownership of their learning journey. By incorporating Choice, Ownership, and Voice through Authentic learning (COVA), the course empowers students to take control of their learning by making meaningful decisions and expressing their perspectives.  Although the course will primarily be teacher-led within a blended learning environment, the instructor’s role will go beyond simply delivering content. As a facilitator, I will guide discussions, foster critical thinking, and provide subject matter expertise. As a presenter, I will deliver content dynamically and engagingly, designed to capture students' attention and inspire active participation. This approach will gradually transition the course into a student-centered experience, where students take more responsibility for their own learning. This will give me the opportunity to move the students into a deeper learning through their understanding of the world in comparison to their own experiences as well as reflecting on their progress and that of their peers.  Fortunately, the design of this course aligns perfectly with my Innovation Proposal, enabling me to implement it in my classroom immediately.

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Effective course planning demands a deep understanding of the subject matter as well as pedagogical strategies. The first critical step in this process was creating a detailed course outline and schedule, which serve as the backbone of the instructional plan. Selecting an appropriate instructional design model was equally essential, as it dictates how the course content is structured and delivered. For this course, I selected the Outcome-Based Education (OBE) model, which focuses on clearly defined learning outcomes that students are expected to achieve by the end of the course. This model ensures that every aspect of the course—from instructional strategies to assessments—is aligned with these outcomes.

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In addition to OBE, I drew on Merrill’s Principles of Instruction (MPI), a task-centered approach that emphasizes practical, real-world learning experiences (Athuraliya, 2023). MPI’s framework is particularly well-suited to this course because it focuses on engaging students in active learning tasks that mirror the complexities of real-life situations. To further refine the course design, I also utilized Fink’s 3 Column Table, which includes the Big Hairy Audacious Goal (BHAG), providing a clear, overarching objective that drives the course. Moreover, I incorporated the Understanding by Design (UbD) template by Grant Wiggins and Jay McTighe, which advocates for a backward design approach—starting with the desired end goals and working backward to develop the curriculum. These combined resources allowed me to meticulously align learning outcomes, activities, and assessments, ensuring a cohesive and effective learning experience.