Mapping presentation 09_06_2013
- 1. Mapping Your Online Course Susie Bussmann, Ph.D. & Sandy Johnson, M.A. & M.S.
- 2. Session Overview Presentation (25 mins.) Prep (10 mins.) Creating A Course Map Examples (15 mins.) Work Session (30 mins.) Wrap Up (10 mins.)
- 3. Session Map
- 4. Course Mapping Poll Please answer the poll question. Have you done course mapping? Please type in the Course Mapping Chat Pod your definition of course mapping and one reason to do it. Thank you for participating!
- 5. What Is Course Mapping? “Course maps are useful visual tools when designing or redesigning your course. Paralleling the backward design process, a course map is essentially a representation of how you intend to approach and assess each of the student learning outcomes you identified for your course.” Center for Teaching and Faculty Excellence. (2012). Course Mapping. George Mason University. Retrieved from: http://ctfe.gmu.edu/teaching/course-mapping/
- 6. Why Do Course Mapping? Provides clear structure for course Tool to use with students, peers, admin Helps ensure consistency Meeting of goals and learning objectives ALIGNMENT of course components
- 7. The Rubric Eight General Standards: 1. 2. 3. 4. 5. 6. 7. 8. Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes. Key components must align.
- 8. Quality Matters Alignment: Standards 2.1 The course learning objectives describe outcomes that are measurable 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objective. 5.1 The learning activities promote the achievement of stated learning objective. 6.1 The tools and media support the course learning objectives.
- 9. Curriculum Mapping Program Level “Big Picture” of an academic program Shows progress through program, where objectives, introduced, developed & mastered Assessment tool Accreditation Tarleton State University. Course Mapping. Retrieved from http://bit.ly/1dOfnEe
- 11. When To Do Course Mapping? Before While After Developing or revising an online course
- 12. How To Do Course Mapping No one “right” way Process Multiple entry points Linear format Open concept mapping format
- 13. How To Do Course Mapping What course? Write measurable course goals (2.1) Write measurable learning objectives (2.2) Determine map format Add activities (5.1) Add materials & resources (4.1 & 6.1) Add interactivity* (5.2) Add time* Add assessments (3.1) Review & check for alignment
- 14. 10 Minute Prep Download files Course goals ◦ Syllabus Learning objectives ◦ Access to your online course Excel or login to Google Drive or Concept mapping software ◦ Inspiration/Kidspiration ◦ Mindmeister or?
- 15. Online Course Considerations Think outside the box! Less content (What’s essential?) Chunk material Learning cycle Pay attention to “Interactivity” More collaborative learning (sm/lg grp, discussions, blogs, projects, etc.) Engagement more challenging online! Lots of communication (S-I)
- 16. How To Do Course Mapping What course? Write measurable course goals (2.1) Write measurable learning objectives (2.2) Determine map format Add activities (5.1) Add materials & resources (4.1 & 6.1) Add interactivity* (5.2) Add time* Add assessments (3.1) Review & check for alignment
- 17. Digital Bloom’s
- 18. Smith, K. (2012). Course Plan. Faculty Center for Teaching and Learning, University of Central Florida. Retrieved from http://bit.ly/1dWXaUT.
- 21. Now it’s your turn! Please share in the chat pod ◦the title of the course you’ll be mapping. ◦Is it a new course or one you’re revising? ◦Is it a f-2-f, blended, or online course?
- 22. A Volunteer to share her/his course map?
- 23. In the chat pod please share, YOUR 2 TAKE AWAYS FROM THIS SESSION.
- 24. Questions? THANK YOU FOR ATTENDING THIS SESSION!
Editor's Notes
- #7: Tool for analysis of your courseHorizontally across a unit of study week/unit/moduleVertically, top to bottom, across the modules and whole course Consistency in course design, organization, formatMeeting goals and LOs- Are there gaps? Are the resources, learning activities sufficient to support students in meeting the LOS?Are the Essential or Priority LOs reflected in the course map?
- #13: Like assembling puzzle pieces, your way is different from my way. That’s okay! Process – iterative
- #14: Write measurable goals & objectives -Have a numbering or coding system Determine map format – Course goal driven or Unit or Content Structure driven
- #17: Write measurable goals & objectives -Have a numbering or coding system Determine map format – Course goal driven or Unit or Content Structure driven