In this Module...

In this module, we discussed the importance of course mapping, the importance of course objectives, and alignment. Some key points to remember are:

Design with the end in mind.
Spending time to create a detailed course map strengthens the overall structure and organization of your course.
Take care to develop well-written, learner-centered learning objectives as they should influence every element of your course.
Alignment is key. Ensure that all course components work together to help your students meet the intended course objectives.
Stay grounded in sound, researched principles and allow them to influence your course design.

Coming up in the Next Module...

In Module 4: Selecting and Creating Instructional Materials, we will take a look at the final element in the course map process and explore options for finding, creating, and delivering course materials in a digital learning course.

Module References & Additional Resources

Adams, S., Bali, M., Eder, Z., Fladd, L., Garrett, K., Garth-McCullough, R., Gibson, A. M., Gunder, A., Iuzzini, J., Knott, J. L., Rafferty, J. & Weber, N. L. (2021 June 8). Caring for students playbook. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/caring-for-students-playbook/
Anderson, L. W. and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Addison Wesley Longman, Inc.
Bjorklund, S. A., Parente, J. M., & Sathianathan, D. (2004). Effects of faculty interaction and feedback on gains in student skills. Journal of Engineering Education, 93(2), 153–160. https://doi.org/10.1002/j.2168-9830.2004.tb00799.x
Bloom, B., Krathwohl, D., & Masia, B. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay.
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1974). Taxonomy of educational objectives: The classification of educational goals. (B. Bloom, Ed.). David McKay.
Center for Distributed Learning (n.d.). Design your online course. https://cdl.ucf.edu/teach/strategies/course-design/.
Churches, A. (2008). Bloom's digital taxonomy. https://www.academia.edu/30868755/Andrew_Churches_Blooms_Digital_Taxonomy_pdf
Clark, B. (2007). Growing up gifted: Developing the potential of children at home and at school (7th ed.). Prentice Hall.
Dobrovolny. J., & Jill Coddington, J. (2015). Provide formative feedback for student success in interactive assessments. In Chen, B., deNoyelles, A., & Thompson, K. (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/provide-formative-feedback-for-student-success-in-interactive-assessments/
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004, March 30). Blended learning. Educause Center for Applied Research, 2004(7). http://www.educause.edu/ir/library/pdf/ERB0407.pdf
Elberly Center Teaching Excellence & Educational Innovation (n.d.) What is the difference between assessment and grading? https://www.cmu.edu/teaching/assessment/basics/grading-assessment.html
Farmer, Heather. (2020, August 18). 6 Models for Blended Synchronous and Asynchronous Online Course Delivery. Educause Review. https://er.educause.edu/blogs/2020/8/6-models-for-blended-synchronous-and-asynchronous-online-course-delivery
Fink, D. (2003, September 20). Incorporating high fidelity feedback practice to move learning forward. Techniques in Learning and Teaching. https://uminntilt.com/2011/09/20/high-fidelity-feedback-moves-learning-forward/
Gronlund, N. (2006). Assessment of student achievement (3rd Ed.). Pearson Education, Inc.
Gunder, A., Vignare, K., Adams, S., McGuire, A., & Rafferty, J. (2021, June 8). Optimizing high-quality digital learning experiences: A playbook for faculty. Every Learner Everywhere. https://www.everylearnereverywhere.org/resources/faculty-playbook/
Hartley, B. & Cha, A. (n.d.). Course learning outcomes. The Online Course Mapping Guide. https://www.coursemapguide.com/learning-outcomes
Hartley, B. & Cha, A. (n.d.). Modules. The Online Course Mapping Guide. https://www.coursemapguide.com/modules
Major, A. E., & Greenwood, E. (n.d.). Online assessment resources available at UCF. UCF Center for Distributed Learning. https://digitallearning.ucf.edu/newsroom/wp-content/uploads/2020/05/online_assessment_0420-4.pdf
Mager, R.F. (1984). Developing attitude toward learning (2nd ed.). Atlanta, GA: The Center for Effective Performance Inc.
McTighe, J. and Wiggins, G. (2012). Understanding by design framework. ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Nilson, L. (2010). Teaching at its best. (3rd ed.). John Wiley & Sons, Inc.
Southern Association of Colleges and Schools. (2001). Principles of accreditation: Foundations for quality enhancement. Commission on Colleges Southern Association of Colleges and Schools. https://sacscoc.org/app/uploads/2019/08/2018PrinciplesOfAcreditation.pdf
SUNY Online. (n.d.). Teach online: Design online learning activities. SUNY Online Teaching https://online.suny.edu/onlineteaching/page/learning-activities/
SUNY Empire State College. (n.d.). Getting Started with Design. Faculty Resources for Online Teaching. https://www.esc.edu/dlis/design-your-course/getting-started-with-design/
University of Calgary. Blended learning module. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/resources/module/blended-learning

Some content in this module has been adapted from the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike license.