- What will students learn? C-Layer of the circle graph
- When will students learn it? Bundle layer of the circle graph
- Why will students learn it? Mappings in the right-side panel
- How will students learn it? Activities rings (assessments and assignments)
"You can put all these pieces together. Being able to create that narrative, which takes you from program objectives, to course objectives, to the individual learning objectives, and all the way back through assessment to measure learning. If you're not doing that, you're going to be missing something along the way. And if the story doesn't make sense for me, then how could it possibly make sense for the students in the class?"
-Andrew Feldstein, Assistant Provost for Teaching Innovation and Learning Technologies, Fort Hays State University
Steps to building What, When, Why, and How in Coursetune
1. Establish your naming convention
2. Start with your "Why"
Beginning with "Why will students learn it?" is an instructional design best practice. It helps ensure that the curriculum is intentionally built to meet these goals.
a. Add Level-3 Outcomes or goals that are specific to the pathway within the specific level-3 folder (program)
b. Add Level-2 Outcomes or goals that are specific to the level-2 folder (e.g., division, college, or department)
3. Define "What"
What will students learn? The C-Layer on the circle graph will tell you what goals the students will achieve in the course. Note that when you are on one layer, you can view the other layer as an overlay (this option in towards the bottom of the mappings list in the mappings panel).
For example, if you are viewing the Competency Layer in a level-4 object (the C-layer), you can choose to view the Units (the Bundle layer) as an overlay on the level-4 object.
a. Complete the C-Layer of the course graph. What are the 5-8 main things students should be able to demonstrate after taking the course?
b. Mapping to the C-Layer at this point in the design can help you utilize program-level reports. You can also move to the Program Level to view the C-Layer across all the courses in the program to see if you have a proper progression of learning or any unwanted repetition or gaps.
c. At this point, consider writing learning objectives for each C-Layer element to specify (with more granularity) how students are learning the main goals of the course.
4. Identify "When"
When will students learn it? The Bundle Layer on the circle graph will tell you. Note that when you are on one layer, you can view the other layer as an overlay (this option in towards the bottom of the mappings list in the mappings panel).
For example, if you are viewing the Unit Layer in a level-4 object (the Bundle layer), you can choose to view the Competencies (the C-layer) as an overlay on the level-4 object.
a. Complete the bundle layer of the circle graph.
b. If you already have learning objectives created on the other level-4 object layer, they will show up as orphans on this layer of the level-4 object. Sort the learning objectives into the bundles and Coursetune will automatically link the What to When through the LOs. This is tremendously valuable insight, both as you are designing and then later when you are comparing your assessment data to the curriculum plans.
c. Creating and sorting the LOs will automatically create a way to view the mapping of the other layer on top of this one in the right-hand panel. This overlay allows you to view the interleaving of concepts in your course and answer the question, "when do the students first encounter each course goal and how often do they encounter it throughout the course.
5. Plan out "How"
How will students learn it? The Activities rings (assessments and learning activities) on the course graph and details about these rings in the right-hand panel will show you.
|Watch a video: Crafting Assessment to Improve Equity|
a. Create activities for the level-4 object. If creating learning and assessment activities seems overwhelming or not applicable to your goals, consider doing the following:
• Start with assessments or items that are required by the institution.
• Consider engaging with faculty regarding the "nice to haves" and create only what is necessary to include until it is time for review or redesign.