Course Mapping Templates

A few weeks ago, I shared some resources that included an interactive site which allowed you to plan out each lesson or module of your course. The information below can be used to help you to map out your course. Couse Mapping is an excellent approach to designing or redesigning a course. The Course Mapping Guide linked below allows you to complete a curriculum analysis of your course which results in a course map that displays the alignment of all components of a course. If you view the example on their site of the Java Programming class, you are able to see how each of the course outcomes are addressed through the modules of the course. You can also understand how the assessments and rubrics, learner interactions and engagements, as well as the instructional materials support the learning outcomes for each module: https://www.coursemapguide.com/mapping-your-course

Screen shot of course map at the modular level.

Quality Matters provides a similar tool that includes a Learning Objectives Activity. This activity helps you to ensure that your learning objectives are S.M.A.R.T.:
Specific, Measurable, Achievable, Relevant, and Time Bound.  https://www.qualitymatters.org/sites/default/files/presentations/MapYourWayToAQualityCourse_HandoutLOs_ApodacaForsythe.pdf For more information see: https://www.qualitymatters.org/qa-resources/resource-center/conference-presentations/map-your-way-quality-course-course-mapping

A few more template examples can be found here:
https://nmsu.instructure.com/courses/949381/assignments/3676931

Teaching.Tools and the Active Learning Library

The Teaching.Tools Website has a few resources that may be helpful to you.

The Active Learning Library https://teaching.tools/activities allows you to explore teaching strategies aimed to increase engagement in the classroom. This site allows you to search for activities by filtering based on:

• Difficulty (for the instructor)

• Prep Time Required

• Bloom’s Taxonomy (e.g., remember, apply)

• Active Learning (e.g., individual engagement, small group engagement)

• Inclusive Learning (e.g., gives students choices, emphasizes the relevance or value of the material)

• Whole-Person Learning (e.g., emphasizes student values and emotions, emphasizes metacognitive skills)

• Formative Feedback

• Activity Time

• Class Size

• Class Modality

The Pedagogical Reading List https://teaching.tools/resources is comprised of a community-generated database of resources for college teaching around topics including Accessibility and UDL

• Active Learning

• Assessment

• Curriculum

• Diversity, Equity, Inclusion

• Education Research

• Educational Technology

• Experiential Learning

• Graduate Students

• Learning Analytics

• Mental Health

• Online Teaching

• Problem/Project-Based Learning

• Race and Anti-Racism

• STEM

• Science of Learning

While the Lesson Planning Tool https://teaching.tools/lessonplanner provides an interactive template for creating college-level class sessions. You can use the tool without an account. You must sign in to save your lesson. Accounts are free.

Pre-Course Survey

One way to improve engagement with your students is to learn more about them. A precourse survey is one way to help develop a connection with your students, and get to know them beyond what is shared in an introduction discussion.

What do you want to know about them?

Diligent student in college with classmates, taking notes of teacher lecture.

A survey can help you conduct a needs assessment about where your students are at in terms of prior knowledge, demographics, mindset, learning preferences, goals, content confidence level, preferred feedback style, and/or access to technology.  Because this takes place “behind the scenes” and is only shared with the instructor, rather than in a public discussion forum, you may be more likely to receive candid responses.

What strategies and skills will students need and/or develop in your course?

These kinds of questions can help students flex metacognitive skills and become more aware of their learning habits. As an instructor, this can help you provide more specific feedback on student work, suggesting similar strategies and stretch goals.

• Reflection on Strategies: Metacognitive reflection questions ask how students get things done. Do you take marginal notes or highlight as you read? What conditions do you need to do your best work?

• Planning Ahead: Beyond what has worked for students in the past, you might ask about strategies they will use specifically in this class. What times each week do you have earmarked to work on this course?

• Setting Goals:You might ask them to review the learning objectives, asking what they will commit to accomplishing. And beyond the learning objectives for the course, are there other skills or competencies they plan to work on in the course? Do they have any suggestions for the instructor about strategies for helping meet those goals?

During the first week of your course

Providing students with an opportunity to quiz themselves not on the course topic but on the course itself–how to get started in the course, how to navigate the course, what the course should help students accomplish, and how the course is structured–can help instructors send fewer emails saying, “It’s in the syllabus!”

Given multiple choice or true/false question types, these kinds of pre-course surveys can be automatically scored. Don’t forget to compose feedback for incorrect responses and allow multiple attempts!

What tools are available?

IU supports the Qualtrics survey tool and Canvas includes a dashboard feature that allows instructors to create a type of quiz called ‘ungraded’ that can be used as a survey. In Canvas, once the survey, or ‘ungraded quiz,’ is published online, students can login to their Canvas course page and participate. IU also has access to Google Forms and Microsoft Teams (Microsoft Forms are Available in the Channel and Chat features) for quick survey and quiz creation.

If you’d like support implementing a pre-course survey or questionnaire in your online class, or in any other aspects of teaching and learning, please contact me at your earliest convenience with your availability.