10
Activity Directions
Now that you have written your course objectives, you are ready to begin drafting the modules in your course design map. There are two main steps that you will follow to do this.
- You will start by writing the module-level objectives for one or two modules.
- Once you know what students will learn in a module, you can copy the course design pattern that you identified last week into the course design map and then revise the course design pattern for the week so that the learning activities support student achievement of the module-level objectives.
Before you begin these two main steps, it may be helpful for you to first consider the following information about writing module-level objectives.
Step 01. Writing Module-Level Objectives
Everything you learned about writing course-level objectives in Module 01 applies to the writing of module-level objectives. The main difference between the two types of objectives is that module-level objectives are usually much more specific than the main course objectives. This is because module-level objectives usually play a subordinate, supportive role in achieving the course objectives. The relationship between course objectives and module objectives is outlined in the following Quality Matters Standards.
Quality Matters General Standard 2 – Learning Objectives (Competencies)
2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.
2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.
2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective.
2.4 The relationship between learning objectives or competencies and course activities is clearly stated.
2.5 The learning objectives or competencies are suited to the level of the course.
The Quality Matters standards define two different levels of learning objectives covered in these standards: (a) broad course-level objectives and (b) more specific module/unit-level objectives which support the broad objectives. These standards emphasize the importance of writing learning objectives at both levels that are measurable, clearly stated, and written to show what the learner will do, not what the instructor will do. It is also important to ensure that the learning objectives are written at an appropriate level of challenge for your students. The learning objectives that you will write in this module will form a foundation upon which all of the assessments, learning activities, and instructional materials are based. Consequently, it is important to spend sufficient time and mental effort to write high-quality learning objectives. Doing so will help increase student achievement and make it much easier for you to teach the course.
Step 02. Design Task Assignment: Begin Drafting Your Course Design Map (with the help of your instructional designer)
While there are many ways to approach the drafting of your course design map, we recommend that you follow the steps listed below. Your instructional designer is available to give you assistance and feedback on completing each step. Past experience has shown that the process of writing objectives and revising course design patterns is much easier and faster when faculty work with their consultants. A few minutes working with your consultant now will save you many hours (even days or weeks) of work down the road.
Below is a silent presentation that illustrates the step-by-step development of one module in the course design map. The Design Task Directions are provided in text below the presentation. You are encouraged to view one or both — the process is the same.
When you are finished viewing the presentation, go to your Course Design Map template in the Google doc course folder shared with your instructional designer. Complete as much of the map as you feel comfortable completing.
Visual Overview of Course Design Map
To view this presentation, click here.
Design Task Directions
Step 01. Gather any course conceptualization materials (course syllabus, textbook, instructor manual, etc.) that may contain information to suggest course and module learning objectives.
You may use any of the pre-written objectives that you like. Topic lists, textbook table of contents, and chapter learning objectives can be helpful reference materials when drafting objectives. Your instructional design consultant can assist you in turning a table of contents into a list of learning objectives.
Step 02. Open the Objectives document that you used to write your course objectives and course design pattern.
We recommend that you use this Google document because it will make it much easier to collaborate with your Instructional Design Consultant. You can find the course learning Objectives document in the Course Design Documents folder shared with your Instructional Design Consultant on Google Drive.
Step 03. Under each of your course objectives, write down the main things that you think that students must know or do to achieve that course objective in learning objective format.
At this point, we don’t expect you to write down every module-level learning objective that will be covered in the course. But you should write enough objectives to have a good idea of the content you would most likely cover in at least one or two modules. During the next few weeks, you can return to the task of writing and revising your module-level objectives at any time. For now, we just want to make sure that you have enough content to begin drafting your course design map.
The relationship between course and module objectives described in Quality Matters Standard 2.2 is indicated by the notation system. As an example:
CLO1. Course learning objective
CLO1.1. Module learning objective (related to CLO1).
CLO1.2. Module learning objective (related to CLO1).
CLO1.3. Module learning objective (related to CLO1).
CLO2. Course learning objective
CLO2.1. Module learning objective (CLO2).
CLO2.2. Module learning objective (CLO2).
CLO2.3. Module learning objective (CLO2).
CLO2.4. Module learning objective (CLO2).
Don’t worry about assigning module learning objectives to a particular module at this step (that comes next). Also, don’t worry about writing an exhaustive list of module-level objectives. Your goal is to just identify the main things that students will need to know, do, or feel in order to achieve the course learning objective.
If you need help finding the right verb, you may want to use an online thesaurus, a dictionary of synonyms, or the thesaurus tool in your word-processing program. You may also use one or more of the taxonomies that were introduced in Module 01 of this seminar, reposted at the end of this page for your convenience. However, remember to be cautious in using any taxonomy to guide the sequencing of learning objectives. They are most useful to you if you treat them as organized verb lists. Your instructional design consultant can provide guidance in using taxonomies as you write your module-level objectives.
Once you have enough module-level objectives for one or two modules, you may continue to the next step.
Step 04. Open the Course Design Map, in the shared Google doc folder for your course.
The Course Design Map is used to document many course design decisions, including content sequence. The documentation process helps you design and evaluate your course effectiveness.
Step 05. List the Major Theme, Topic(s) or Skill(s) that will be addressed in a single week in your course in Column 2 of the course design map table. It is best if you map out week 02 or 03 of the course, first.
Step 06. Enter the module-level learning objectives that the topics will cover in one week of your course in Column 1 of the course design map.
- You may have as many objectives as you like, but a good rule of thumb is to have between three and nine module-level learning objectives for each module.
- The module objectives in a given week may correspond to one or more course objectives. (For example, module 02 addresses objectives CLO1.1, CLO1.2, CLO2.1)
- Likewise, some module objectives may be assessed in more than one module. (For example, modules 02, 03, and 04 all addresses learning objective CLO1.2).
Step 07. Next, copy and paste your general course design pattern, (introduced last week) into Column 3, Teaching & Learning Activities, of the course design map.
Step 08. Add module specific details to the course design pattern for this module.
Step 09. Copy any activities that will be assessed from column 3 and paste them into column 4, Assessments, of the course design map.
Step 10. Indicate which Learning Objective(s) will be measured in each assessment by annotating the assessment with the objective label.
Step 11. Make sure you have assessed each Module Objective. If not, revise the activities, assessments, and/or course design pattern to ensure students can demonstrate achievement of each objective.
Step 12. Finally, mark whether each learning activity is a Student-Content (S-C), Student-Teacher (S-T), or Student-Student (S-S) interaction.
Step 13. With the learning objectives and course design pattern in mind, think of an appropriately descriptive title for the module. Write the title after the module number. Your goal is to create a new descriptive heading for the module in the course design map. This title will be used later to create the course menu in the learning management system.
Step 14. You may complete the course design map columns for another module if you like, but at this point in the design process, the most important thing is to have at least one module completed in your course design map.
Step 15. Select the assignment link below to submit this partial draft of your course design map. You may simply submit the web link to this document in the comments box, along with any notes that you’d like to leave for your instructional design consultant.