Co-Creation
The co-creation phase of the SportsComp project begun in June 2024. SportsComp project experts formed three teams for the work, each team comprising 6-10 participants. The first phase of the co-creation included developing course descriptions. Upon finishing this phase in July 2025, partners moved onto the creation of blueprints, which were completed in September 2025. Work was carried out on-line.
4.1 Course Descriptions
A course description is a summary of what the course is about and what the student is expected to learn during the course (knowledge, skills and attitudes). It helps the student to decide whether the course is suitable for their learning objectives and goals by offering core information. A course description should offer an understanding of the educational offering to the learner, also influencing its impact. A course description, being easy or complex, influences learners’ interest towards enrollment. In addition, it can influence learners’ overall interest, workload and learning outcomes (Mourey et al. 2022). A quality course description is competence-based, learner-centered, clear and accessible on-line.
As each higher education institution of the SportsComp project has their own guidelines on developing quality course descriptions, a joint discussion was held followed by a comparison of the institutions’ guidelines to develop a SportsComp course description Guide.
The guide outlined the following elements:
Guide: Elements of Course Description
| Elements | Information to Include | |||
| Course Title | Clearly state the title of the course. | |||
| Course Code (if applicable) | Include any identifying code or reference number associated with the course. | |||
| Course Introduction & Overview | 1. Provide a brief introductory paragraph that captures the essence of the course.
2. Offer a general overview of the course, outlining its purpose, goals, and relevance. |
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| Learning Objectives | 1. Clearly articulate the specific learning outcomes and objectives of the course. What will learners gain by completing the course? Please specify 3-4 objectives and refer to the competencies
2. Communicate how the course contributes to students’ learning goals – academic, career, or professional development |
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| Target Audience | Identify the intended audience or prerequisites for the course. Specify the level of expertise or background knowledge required. Please check Student Demographics in Online Course Blueprint Planning Guide | |||
| Course Content Information | Outline the main modules and topics covered in the course. Provide enough detail to give readers a sense of the subject matter. | |||
| Teaching Methods | Describe the instructional methods used, such as lectures, discussions, hands-on projects, or group activities. | |||
| Instructor Information | Include information about the instructor, including qualifications, expertise, or relevant experience. | |||
| Contact Information | Provide contact details or direct readers to where they can obtain more information about the course. | |||
| Duration and Schedule | Specify the duration of the course (semester length, weeks, etc.) and any relevant scheduling information. | |||
| Language and Format | Specify the language of instruction and the format of the course (e.g., in-person, online, hybrid). | |||
| Accreditation or Certification (if applicable) | Mention any accreditation or certification associated with the course. | |||
Based on the Guide, each development team co-created their course descriptions. Upon finalisation, course descriptions were assessed in writing by the SportsComp Quality Assurance Team. The assessors included two experts not involved in developing the course descriptions for ensuring objectivity. The assessment process ensured that the course descriptions were of high quality, meeting the standards aimed. The process also informed the course development teams of any inconsistencies with, for instance, English language. Upon assessment, the course descriptions were fine-tuned by the project teachers followed by publication.
You can access the finalised course descriptions from the following link.
4.2 Course Blueprints
Course blueprints are planning tools used in education to design and structure a course before it is further formulated, outlining the key elements of a course. Blueprints help to ensure alignment between learning outcomes, assessments, and instructional activities. Blueprints are widely used in co-creating e-learning courses for ensuring consistency for implementation. According to Salmon (2020), blueprint includes the aims of achievement and a mission statement which form the most essential aspects for the learner.
In the SportsComp project, three blueprints were developed by the co-creation teams based on the course descriptions on Microsoft Teams platform. The Framework used in this phase included the Blooms Taxonomy for mapping the educational objectives according complexity and specificity. Blooms Taxonomy is regarded as a useful Framework across levels of education for reaching higher-order thinking. It can support academics in course design as it describes the process of learning. It is also useful when designing learning assignments and providing assessment. (Momen et al. 2022.) The Blooms Taxonomy was aligned against the European Qualifications Framework (EQF level) 7.
Should we develop a Blooms taxonomy table?
The Blooms taxonomy guide can be downloaded free of charge from: The Professor’s Guide to Using Bloom’s Taxonomy | Top Hat
Each e-learning course blueprint included the following:
1) Course overview: Course title, Course description, ECTS Credits and hours for the completion of the course,
2) Topics covered: Key concepts, Reading, Resources
3) Learning outcomes: Competencies to be achieved by the end of the course,
4) Learning resources,
5) Assessment methods.
A more throughout calculation of students’ working hours across the courses was calculated using a Workload Estimator 2.0 by Wake Forest University.
View the calculator from: