Category Archives: Learning Design Basics

Highlighting foundational information for designing an entire online course, as well as its independent components. This can include topics related to objectives, course mapping, assessments, assignments, lectures, etc.

Learning Design Basics

Fostering Collaborative Learning: Strategies for Quality Student Engagement

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Dive into the world of interactive learning! Discover how innovative tools and strategies are revolutionizing student engagement in online education. 

Imagine a classroom where discussions aren’t a chore, but a chance to bounce ideas off classmates, explore topics creatively, and even have a little fun. That’s the power of collaboration in action!  It explores why working together is essential for learning, the pitfalls of traditional discussion boards, and exciting tech tools that can transform your classroom experience. 

Why Collaboration Makes You Smarter 

The significance of collaboration in education is highlighted by research conducted by Johnson et al. (2014), emphasizing the advantageous outcomes of peer interaction. Collaboration fosters active learning, where students don’t just passively absorb information, but actively engage with it. It also encourages critical thinking as students analyze different perspectives and social learning as students learn from your classmate’s ideas and approaches (Adams & Wilson, 2020; Bender, 2005).  Group work can even make learning more authentic, as students grapple with real-world problems that require teamwork. On top of that, collaborating with others can help combat feelings of isolation, making the classroom a more supportive and engaging environment (Swan, 2017). 

Why Some Conversations Can Be Boring 

Traditional discussion boards often fall short of achieving the objectives crucial for meaningful student engagement (Brame & Biel, 2015). Common problems highlighted by Bender (2005) reveal why some conversations can be downright boring. These issues include an overwhelming number of discussions, repetitive posting formats (such as the infamous “post once, reply twice” pattern), poorly formulated questions that fail to spark conversation, and lengthy requirements that resemble essays rather than fostering interactive dialogue. Such shortcomings have a detrimental effect, stifling creativity, dampening engagement, and transforming what should be lively exchanges into mundane tasks. Despite being a staple in online education, traditional discussion boards frequently miss the mark in meeting multifaceted educational goals ( Bender, 2005). 

However, recognizing and addressing these deficiencies opens the door to unlocking the full potential of online discussions. By understanding the importance of stimulating intellectual curiosity, encouraging diverse perspectives, and fostering an inclusive environment for idea exchange, teachers can transform mundane discussions into dynamic learning experiences (Brame & Biel, 2015). Specific learning experiences can include: 

  • Stimulating intellectual curiosity among students. 
  • Encouraging diverse perspectives and viewpoints. 
  • Facilitating the exchange of ideas in a supportive and inclusive environment. 
  • Promoting active participation and engagement in discussions. 
  • Enhancing students’ critical thinking skills through analytical discourse. 
  • Fostering collaborative problem-solving abilities through interaction with peers. 
  • Supporting the attainment of learning goals and outcomes through effective discussion facilitation. 
The Interactive Advantage: How Technology Breathes Life into Discussions 

The good news is that a range of interactive technologies can transform discussion boards from stagnant forums to vibrant hubs of learning. These tools not only encourage participation but also foster deeper engagement and collaboration among students (Bender, 2005). 

Imagine a discussion board where active collaborations can be established, and student-to-student interactions are more engaging.  Within discussion boards instructors can post or link various resources (written prompts, documents or multimedia). Students then ditch the text box for recorded short responses (audio or video), fostering creativity and engagement. Discussion boards even allow instructors to break students into smaller groups, enabling focused discussions on multiple topics simultaneously (Bender, 2005). 

Image of a discussion text box with the options of uploading, recording, or existing files.

To take the collaboration a step further. Instructors can use various software available to them to empower students to record, explore, and express their thoughts to the forum. This fosters richer discussions as classmates can build upon each other’s ideas and engage with the material in a more interactive way.  Whether typing out responses or recording audio/video comments, interactive discussion boards can foster a vibrant and engaging learning environment (Adams & Wilson, 2020).  This can be achieved using the following: 

  • Media Library: Students can record audio responses right within the thread.  Students can record a 5 minute audio file. Instructors can use Media Library in the same way.  Students, can appreciate the convenience of recording audio directly within the discussion thread, without the use of outside software and equipment. The 5-minute limit encourages concise yet meaningful contributions(Adams & Wilson, 2020). Knowing that instructors can listen to student responses adds a sense of accountability and can motivates students to prepare thoughtfully. When grading student discussion assignments, instructors can record (audio or video) directly into D2L. All recorded audio files can only be  up to 5 minutes, but video files can be up to 30 minutes, allowing instructors time to provide a more detailed feedback.  Instructors personalized feedback via multimedia can enhance student understanding with the use of thorough explanations and visual aids. This can add more teaching presence and make the grading experience more personable for students (Adams & Wilson, 2020).
Image of an instructor feedback display with green arrows pointing to record video and record audio. Next to the arrows are images of the recording displays for each type.
  • Kaltura MediaSpace: Students can either record within the system or upload files to the system, which can be added to the thread. Videos recorded within Kaltura can be over 30 minutes and audio can be over 5 minutes (Adams & Wilson, 2020). Using Kaltura, students can create engaging video presentations or record audio explanations. This can be empowering to students to offer the option to choose the medium that suits their learning style. 
  • Microsoft Teams: Teams now have whiteboards that can be developed using either preset templates or created prompts.  Instructors can link the whiteboard to the discussion board, allow students to collaborate, then discuss the assignment. Teams’ whiteboards encourage collaboration. Students can collectively brainstorm, sketch concepts, and work on group assignments. It can provide students with the feeling of personal interaction within a virtual classroom where ideas flow freely. 
  • H5P: Instructors can create interactive learning content, such as a 360 virtual tour, Timelines, Column, and more. Once developed content can be added directly to a forum for student access. This can inject excitement into the learning process and provides students with various ways to engage with the material. 
Interactive Activities: Breathing Life into Online Learning 

The good news is that a variety of interactive online activities can transform online learning from a passive experience to a dynamic and engaging one (Swan, 2017). Let’s explore four main types of interactive activities: 

  • Collaborative Learning: This approach focuses on individual learning through student interaction (Johnson et al., 2014). Activities like: 
      • Peer Brainstorming: One effective activity within this approach is Peer Brainstorming. During peer brainstorming, students collaborate to generate ideas on various topics, such as literature reviews, research thesis statements, or presentation topics. This process not only fosters critical thinking but also encourages collaboration among peers.  
        • Key considerations for successful peer brainstorming:  
          • Group Preparation: Before the brainstorming session, students should be well-prepared. This includes understanding the topic, doing any necessary research, and having a clear idea of what they want to contribute.  
          • Desired Outcome: Students should have a shared understanding of the brainstorming session’s purpose. Are they seeking innovative ideas, problem-solving strategies, or creative approaches? Clarifying the desired outcome helps guide the discussion. 
          • Interaction Expectations: Establish ground rules for interaction. Encourage active listening, respectful communication, and openness to diverse viewpoints. Students should feel comfortable sharing their thoughts without fear of judgment.   
      • Peer Feedback: Madeline & Richards (2016) highlight the benefits of peer review, where students provide constructive feedback to improve each other’s work.
        • Tips: Providing a clear template and ensuring feedback is Informative (I), Constructive (C), and Effective (E) enhances the learning experience. 
        • Group Research: Students collaborate on research projects.  
        • Considerations: Establish the desired outcome, set expectations for shared tasks, and explore technology tools that can facilitate collaborative research. 
  • Cooperative Learning: Here, students work towards a shared goal in a final project. This fosters teamwork, accountability, and communication skills. Activities that foster cooperative learning can include: 
    • Jigsaw: Students become “experts” on a specific topic and then teach their knowledge to their peers (Brame & Biel, 2015). This promotes active learning and information retention. 
    • Group Projects: Students work together on a research project or presentation, requiring them to leverage individual strengths and manage group dynamics. 
    • Simulations: Role-playing scenarios allow students to apply their knowledge in a realistic setting, fostering critical thinking and problem-solving skills. 
  • Team-Based Learning: This approach emphasizes learning from one another within a team to gain a deeper understanding of a specific topic (Johnson et al., 2014).
    • Team Debates: Student’s research and debate opposing viewpoints on a topic, encouraging critical thinking and persuasive communication skills. 
    • Case Studies: Teams analyze a real-world scenario and develop solutions, fostering problem-solving and decision-making skills. 
    • Four Corners: Activities like Four Corners ignite spirited discussions, fostering divergent viewpoints and collective learning, encouraging active participation and discussion.  
      • Considerations: Define clear expectations for group discussion and establish grading criteria for team interaction. 
  • Problem-Based Learning: Activities center on solving a specific problem, encouraging collaboration and critical thinking. This approach is like collaborative learning but focuses on solving a specific problem rather than a broader topic. 

Interactive learning, fueled by technology and engaging activities, holds the power to transform the educational landscape (Swan, 2017). It offers a departure from traditional discussion boards, providing students with dynamic platforms for collaboration and exploration. By embracing the interactive advantage, learners can actively participate, engage with peers, and cultivate critical thinking skills essential for lifelong success.  

No matter if you and your students are recording audio and video files or you are creating interactive learning activities for students, our team can assist you with both. If you want to explore how to best incorporate the use of these D2L tools and software in your course, reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Adams, B., & Wilson, N. (2020). Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems, 49(2) 250-261. https://doi:10.1177/0047239520946422 

Bender, T. (2005). Role playing in online education: A teaching tool to enhance student engagement and sustained learning. Innovate: Journal of Online Education, 1(4). 

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. 

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3 & 4), 85-118.  

Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293

Kampus Production. (2020) Multiethnic students doing research together in library [Photograph]. Pexels. https://www.pexels.com/photo/multiethnic-students-doing-research-together-in-library-5940844/  

 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking.  

Learning Design Basics

Closing The Distance: Understanding Regular and Substantive Interaction (RSI)

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Online learning has become more common as technology advances rapidly, with the global pandemic being the push that ushered in-person classrooms into the digital world. This change brings many advantages to students and instructors, by allowing access to everyone wherever they are. This means the convenience of instructors producing recorded lectures so that students can revisit past content for reference, and much more. Though online learning is beneficial for the future of learning, it also has its disadvantages. From the lack of face-to-face communication to the feeling of isolation, these can be addressed with the implementation of regular and substantive interaction (RSI).  
What is Regular and Substantive Interaction (RSI)? 

Regular and substantive interaction (RSI) is the good practice of maintaining consistent and engaging interaction with students in an online distance learning environment. A course with an implemented RSI is designed from the ground up and integrates strategic points for instructor interaction (The Ohio State University, n.d.). There are key elements that make up RSI (The Ohio State University, n.d.):  

  1. Instructor-initiated interaction: Close interaction from the instructor, where the instructor would provide activities within the course, through guidance and by frequently reaching out to make students feel the instructor’s presence.
  2. Frequent initiation of interaction: Having a consistent amount of interaction with students creates the expectation for the next interaction. A weekly check-in would suffice on average, but two days per week can also work, depending on the course.
  3. Meaningful interaction: This can vary depending on the form.  Interactions can range from announcement posts or emails to initiating online activities via virtual meetings or even live discussion posts.
  4. Accredited academic personnel interaction: The instructor who is initiating these interactions should be qualified and accredited to conduct such interactions, by following the institute’s standards. 
What Qualifies as RSI?  
According to the Higher Education Act (1965), a course is considered to have RSI if it is administered in a distance education modality, and it must “support regular and substantive interaction between the students and the instructor, synchronously or asynchronously” (Online Learning Consortium (OLC), 2019, p.1). The focus of RSI is primarily on distance learning. There are no regulations that state a correspondence learning environment cannot implement RSI, but based on certain characteristics, it is usually not implemented. To be more specific, these are the characteristics and differences between distance learning and correspondence learning (Bergeron, 2016): 
Distance Learning 
  • Supports courses that are online, either taught synchronously or asynchronously.  
  • Delivers instruction to students through the internet, one-way and two-way transmissions through open broadcast, DVDs, etc. 
Correspondence Learning 
  • “Provides instructional materials, by mail or electronic transmission, including. examinations on the materials, to students who are separated from the instructor” (p. 116). 
  • It has limited interaction between instructor and student, with students being the primary initiator. 
  • Only students enrolled in a correspondence learning program (that leads to a degree) are eligible for financial aid, as it will be considered under RSI. 

People on a Video Call

Why Implement RSI? 

Online learning is making teaching more challenging. Should institutions of higher learning and instructors implement RSI into their online learning classes? This is where RSI provides advantages to online learning (Seril, 2024): 

  • It supports diverse learning styles and needs, with instructors providing personalized feedback and support, which aids struggling students who need extra guidance. 
  • It provides a feeling of belonging and fosters community, which occurs through regular interactions with instructors and colleagues.  It can help to lower feelings of isolation and increase student retention rates. 
  • With RSIs between instructors and students, it can do the following: 1) improve the educational quality and learning outcomes for the institute, 2) facilitate a deeper understanding, and 3) promote critical thinking. 
  • It prepares students for the possible future of a mostly remote work environment. 

With higher education transitioning into more online and distance learning, it is beneficial to put RSI into common practice and to properly train any instructors teaching any online courses. A course with RSI creates an environment that mirrors that of a face-to-face classroom but is adapted to the virtual world. Students require consistent interaction from instructors, for them to feel truly engaged in the lessons, which encourages them to ask more questions, solve assignment problems more efficiently, and promotes a deeper understanding of the lessons.  

If you want to learn more about how you can increase interactions between you and your students within your online course, reach out to us via email or through Bookings. We can guide you and help you set up the right tools within D2L.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References:

Bergeron, D, A. (2016). No one gets it right every time: What does regular and substantive interaction mean? And who decides? Wiley. https://onlinelibrary.wiley.com/doi/pdf/10.1002/cbe2.1024

The Ohio State University. (n.d.). Regular and substantive interaction in online and distance learning. The Ohio State University Teaching and Learning Resource Center. https://teaching.resources.osu.edu/keep-teaching/regular-substantive-interaction-online

Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), & University Professional and Continuing Education Association (UPCEA). (2019). Regular and substantive interaction: Background, concerns, and guiding principles. Inside Higher Ed. https://www.insidehighered.com/sites/default/files/media/Regular-and-Substantive-Interaction.pdf

Milton, G. (2021). Woman recording audio podcast on equipment [Photograph]. Pexels. https://www.pexels.com/photo/woman-recording-audio-podcast-on-equipment-6953929/

Seril, L. (2024). Regular and Substantive Interaction (RSI) in Online Learning. Engageli. https://www.engageli.com/blog/regular-and-substantive-interaction-in-online-learning

Shvets, A. (2020). People on a Video Call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226122/

 

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. Cloud State University.

Learning Design Basics

Fink’s Taxonomy: The “Human” Learning Model

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When thinking of student learning outcomes, Bloom’s Taxonomy is the widely used framework, that faculty use to help write them.  While it is the standard, there is another type of taxonomy that faculty could also use to further customize the student learning experience.  This model is called Fink’s Taxonomy of Significant Learning.

Fink’s Taxonomy of Significant Learning is a course design model developed in 2003 by Dr. L. Dee Fink. It seeks to design courses around gaining foundational knowledge and achieving specific learning goals that students will remember beyond the end of the semester. By implementing it, instructors can better guide students to retain the core elements of their course after they complete it.

What Does Fink’s Taxonomy of Significant Learning Look Like?

When describing significant learning, Fink states it is “learning that actually changed how a student lived his or her personal, social, civic, or professional life” (Intentional College Teaching (ICT), 2023, para. 1). Fink developed this design model to encourage students to take what they learn in their college courses and be able to meaningfully apply it to their everyday lives.

By using this design model, faculty can utilize the following areas to ensure students are achieving the goals set for them:

  • Foundational knowledge: Understanding and remembering information
  • Application: Skills, critical, creative, and practical thinking
  • Integration: Connecting ideas, people, and aspects of life
  • Human Dimension: Learning about others and oneself
  • Caring: Developing new feelings, interests, and values
  • Learning how to learn: becoming a better student, inquiring about a subject, self-directing learners

When all the above categories synergize, students will have a significant learning experience. To achieve this, consider the following questions: What does “significant learning” look like for your course? What is your dream goal for students taking this course? After answering these questions, write learning objectives around these goals and develop course assessments that evaluate said goals.

“Educators who seek to adopt a comprehensive approach to their courses are encouraged to engage with Fink’s dimensions of significant learning. By aligning course objectives, activities, and assessments with the dimensions of Fink’s taxonomy, educators can provide a rich and engaging learning experience for students” (Dabney & Eid, 2023, p. 6).

What Makes Fink’s Taxonomy Different From Bloom’s Taxonomy

Where Bloom’s Taxonomy covers Foundational Knowledge and Application, a common critique is that it does not cover the “human” element. This is where Fink’s taxonomy expands upon it. For students to have a significant learning experience, they not only need a solid base of understanding, but a real-life application and a chance to internalize what they have learned. Bloom’s also does not assist students in “learning how to learn” in the way Fink’s taxonomy does. On Bloom’s taxonomy, Fink says, “I found that many of the kinds of learning that students identified as being significant did not fit easily into Bloom’s Taxonomy, even if one refers to all three of his domains of learning” (ICT, 2023, para. 1).

Implementing Fink’s Taxonomy Into a Course

According to Carolyn Fallahi (2023), an Associate Professor of Psychology, when developing (or redeveloping) a course around FSL, there are four goals to consider:

  • Less focus on Foundational Knowledge: “Instead of trying to cover every possible topic, I started incorporating basic concepts that I felt every student should understand. I stopped worrying about covering all possible topics” (para. 5). By choosing to focus on the “big picture” concepts, instructors avoid becoming too broad. Though this may be acceptable in entry-level courses, higher-level courses can suffer from becoming a mile wide and only an inch deep. Choose around three overall concepts and explore those thoroughly.
  • More focus on Active Learning: Active learning can take many forms, but lectures and textbook readings are rarely active for the student. Find opportunities to step away from traditional lectures and toward activities that involve and energize students. The type of activities may vary depending on the content of the course, but by incorporating active learning exercises into a course, students are more likely to retain the lesson.
  • Apply what you learn to real-world issues: The goal of college courses is to prepare students for a career in their chosen field. If a student does not understand how the content they’re learning in class applies to the “real” world, they may not feel motivated to engage or retain the information they learn. Fallahi avoids this by finding case studies that illustrate the concepts she is exploring in-class (para. 7). Besides case studies, discussing recent news related to the topic can highlight how applicable the content of a class is to a student’s life.
  • Make course lessons into life lessons: To build on the previous point, not only is it helpful to show students how lessons apply to their future careers, but how they apply to their lives right now. Think of questions for students to reflect on across the course that relate to the overall core ideas and their application. Invite students to discuss their answers, in small groups if the class is too large to allow everyone to speak. Giving the students a relevant lesson they can immediately apply to their personal lives makes that lesson more significant to them.

By streamlining the amount of base knowledge, instructors can focus on teaching their students how to apply what they know to their careers or personal lives. By engaging the students through active learning assignments, they will have more hands-on experience with the subject matter than they would get through a traditional lecture-based assignment. By applying it to real-world issues and life lessons, students will have a more personal example to take with them, which will help them internalize the lesson. The more an instructor focuses on ensuring the learning experience is significant, the more their students will benefit from the course overall.

Whether you are suing Bloom’s taxonomy or Fink’s Taxonomy to write your student learning outcomes, the SCSU Online and Distance Learning  team can help.  We can provide explanations, more literature, and answer your questions.  We can be reached via email or through Bookings.

Further Reading:

For more information on any of the following topics, please check out our previous blog articles.

References:

Dabney, B. W. &E id, F. (2023). Beyond Bloom’s: Fink’s taxonomy as a catalyst for meaningful learning in nursing education. Teaching and Learning in Nursing, 000, 1-6. https://doi.org/10.1016/j.teln.2023.09.007

Fallahi, C. (2011, August 19). Using Fink’s taxonomy in course design. Association for Psychological Science. https://www.psychologicalscience.org/observer/using-finks-taxonomy-in-course-design

Intentional College Teaching (ICT). (2023, February 5). Fink’s taxonomy of significant learning. https://intentionalcollegeteaching.org/finks-taxonomy-of-significant-learning/

Krukau, Y. (2021). A class having a recitation. [Photograph] Pexels. https://www.pexels.com/photo/a-class-having-a-recitation-8199166/

 

 

CJ Laudenbach is a student in the Mass Communications – Strategic Media Communications program at SCSU. She has past experience as a writer and editor for the University Chronicle.

Learning Design Basics

Designing S.M.A.R.T and Measurable Student Learning Outcomes

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When creating a plan or a project, it is important to have an outcome or goal by which to measure an accomplishment or an ending to work toward. In academia, there are program goals, course learning objectives, and student learning outcomes. While the terms goals, objectives, and outcomes can be misunderstood and have been interchangeable, they are different.  

Goals vs. Objectives vs. Outcomes 

There is a hierarchy to these terms, with goals at the top, objectives in the middle, and outcomes at the bottom. Goals are written to describe what the students can expect from the institution, the program, or the instructor; whereas outcomes describe what an instructor can expect from a student at the end of the identified learning prompt (Depaul University Center for Teaching and Learning, n.d., para. 4). Objectives fall in the middle and are what the instructor plans to implement to support learning. Goals are not measurable, objectives can be but do not have to be, and outcomes are (Depaul University Center for Teaching and Learning, n.d., para. 6). For the learning experience to be measurable, it lists an action that can be assessed, and it specifically describes what students are to accomplish.  Lastly, goals are broad, objectives are intermediate, and outcomes are narrow in the scope of learning.  

 
Learning
Specificity
Measurability
Expectations
Taxonomy
Example
GOALS – What students can expect from the provider of learning Broad Not Students of the provider of learning Bloom’s Taxonomy learning goals To introduce how to thoroughly research, plan, and write a business plan for a newly developed phone application
OBJECTIVES – What specifically do the instructors plan to implement to support learning Intermediate Maybe Instructors of students Bloom’s Taxonomy learning goals or associated action verbs Students will learn how to conduct a competitive analysis for their new phone application
OUTCOMES – What an instructor can expect from a student at the end of the identified learning prompt Narrow Yes Instructors of students Bloom’s Taxonomy associated action verbs Students will compare up to 4 competitors for their phone application

 

Any of these specific terms can fulfill several distinct aspects of a course:  

  • Performance indication: to assess if learning has occurred, through measurable actions. Particularly important for Quality Matters reviews and institutional accreditation. 
  • Course design: to guide the inclusion of integral pieces used in a course to best facilitate learning.  
  • “Establish pedagogical interchange”: so that both instructors and students know what to expect from the course (Armstrong, 2010, para. 14). 
  • Course Alignment: to establish guidelines to connect learning materials and activities back to.  
Objectives to Outcomes 

Learning Objectives are great starting points for a course, which can help to navigate the design and development of a course. They are a fundamental step in the process of mapping your course and writing your learning outcomes. When possible, faculty can first write measurable course learning objectives, then write student learning outcomes for the learning experiences (units, modules, weeks), activities (labs, projects, etc.), and materials (lectures, video presentations). 

Learning outcomes are great ways to steer the student learning experience. They are written with the specific action a student is to complete for a task. These action verbs can be used to describe the expectations for the accomplishment. These verbs are based on Bloom’s Taxonomy. 

Bloom’s Taxonomy  

Bloom’s Taxonomy is a series of learning goals organized into a pyramidal framework, where the lowest level is at the base and the highest level is at the tip. These goals are remembering (base), understanding, applying, evaluating, and creating (tip). The framework was originally proposed by several scholars in 1956 and has since been used as the standard in education for learning objective and outcome design ever since (Armstrong, 2010).  

With the change in the educational landscape to online learning, there is now a framework that caters to digital learning. While the learning goals have remained, the activities associated have been modified over the years to suit the ever-changing educational landscape. For instance, under the creating goal, an in-person course may have activities like building a structure and drawing an image, while the online course would have to start a blog and design an interactive game. SCSU has access to tools, programs, and apps that can be used for each level of Bloom’s Taxonomy. They can be used to promote student engagement and interactivity with the learning material. Any of them could be accessed, developed, and easily integrated into D2L or the web browser.  

Image of a pyramid with Bloom's Taxonomy goals and digital multimedia that coincides with each.

      (Image adapted from Ray, 2021)

Tips for Designing Measurable Student Learning Outcomes 
  1. Consider how you can accurately measure the outcome. Will it be assessed by an assignment or assessment? Will one outcome be foundational to another one? This can help with guidance toward an appropriate action verb.  
  2. View Bloom’s Taxonomy goals as starting points, then pick an action verb associated with it to write the outcome. This allows you to steer away from unmeasurable or hard-to-measure verbs such as “learn,” “know,” “understand” or “explore.”   
  3. Use action verbs for all goal levels of Bloom’s Taxonomy. Try not to rely too much on the lowest level or the highest level. To make sure that the course has a balance of expectations for students to achieve.  
  4. Write outcomes that are specific and clear about what to expect from the students. Providing outcomes with easy-to-interpret language ensures that students are more capable of understanding them. 
  5. Write singular outcomes instead of split outcomes, which contain 2 or more verbs. This loads up the outcome and can make it more complex to understand. 

To help easily incorporate these tips and more, use the acronym S.M.A.R.T: 

  • Specific 
  • Measurable 
  • Achievable  
  • Relevant 
  • Time-bound 

Whether you are creating course objectives or student learning outcomes, the need to use Bloom’s Taxonomy and make them S.M.A.R.T. is pivotal to student learning. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email  or through Bookings .  

Additional Reading: 

For more information on adding interactive applications to a course, check out this previous blog post. 

For more information on course mapping, check out this previous blog post.  

 

References: 

Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/   

Center for Disease Control and Prevention. (2007). Practical use of program evaluation among sexually transmitted disease (STD) programs. https://www.cdc.gov/std/program/pupestd.htm   

Depaul University Center for Teaching and Learning. (n.d.) Course objectives & learning outcomes. Teaching Commons. https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/course-objectives-learning-outcomes.aspx#:~:text=Learning%20goals%20and%20objectives%20generally,%2C%20project%2C%20or%20unit  

Great Schools Partnership. (2014, May 15). Learning objectives. The Glossary of Education Reform. https://www.edglossary.org/learning-objectives/   

Koppens, Y. (2018). Person holding silver retractable pen in white ruled book [Photograph]. Pexels.  https://www.pexels.com/photo/person-holding-silver-retractable-pen-in-white-ruled-book-796603/   

Ray, K. (2021, February 16). Updating Bloom’s Taxonomy for Digital Learning. Tech & Learning. https://www.techlearning.com/news/updating-blooms-taxonomy-for-digital-learning  

 

 

Learning Design Basics

Designing a Course Through Course Mapping

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What is Course Mapping? 

Course mapping is when the components of your course (learning materials, learning activities, and other supplemental materials) are visually laid out and aligned with the course learning objectives to assist with student proficiency in the subject (Arshavskiy, n.d.). This is your course outlined in front of you, to serve as a blueprint for guided development (Shaw, 2019). With this map, you will be more prepared to adequately provide your students with a well-developed course.  

Before getting started, you should have the following: 

  • Course information (name, number, semester dates offered, description, requirements, and learning objectives) 
  • Readings (textbook, literature books, articles, etc.) 
  • Learning Activities, Assignments, Student Projects (or a brainstormed list!) 
  • Any external requirements such as assessment or accreditation alignment documents  
Benefits of Mapping a Course

Decreases Stress: Not knowing “where” or “how” to start developing a course can be overwhelming. Placing everything out on the page helps to rid your mind of the clutter and organize things. This can also allow you to better see the pieces that you have and identify where you can start. Once you begin to put the information onto a canvas, whether physical (sheet of white paper) or digital (mind mapping software), the “how to start” part has already been completed.

Content Alignment: By using a visual tool to draw out how each component connects with specific objectives, you can ensure that your proposed learning components directly support ways to increase student proficiency. It makes connecting all learning components (materials, activities, supplemental tools, etc.) to the course learning objectives easier.

Gap Identification: With all the learning components on a canvas, you are better equipped to identify any deficits, then decide on the proper learning components to add to the course.

Further development: By mapping out your course, you can look at each component either on a macro- or a micro-level. A map positions the components where you would like and displays them in a general overview of your course (Shaw, 2019). You can also zero in on any one of your components and further flesh it out. Once you have an initial idea of what to include in your course, you can decide how to further develop each piece.

Image of a mind map with circles and lines filled in with text. A hand in leaning against the board writing.

Steps to Course Mapping 
  1. Decide on your canvas. Which medium works best for you during this process (physical or digital) as you put down your thoughts? Do you use a premade template, or do you want to start from scratch? There is value in both. You must decide which one is appropriate for your work style. 
  2. Decide on one or two big takeaways from this course. Read over your course description and course learning objectives to determine what you would like your students to obtain at the end of this course. Is there something or several things you would like for students to be able to carry forward into the next course or in their life?  
  3. Write down your learning objectives. These are the areas that you will align your module objectives, and learning components (materials, activities, supplemental tools, etc.) back to.  
  4. Decide on how to best divide your course into sections and titles. Do you want to use modules or weeks? Once again, there is value in both. Weeks work best for single-period use (one week at a time) and modules can work for single- and multiple-period use (several weeks grouped at a time). Add your titles. Make sure to have a calendar available, so you can arrange your dates properly. 
  5. Develop section objectives. Each section should have its own set of objectives. One to three measurable objectives are suitable. These objectives will further expound on the course objectives and directly connect them. 
  6. Determine which learning materials you want to add to each section. These will be the text readings, articles, lectures, and/or multimedia (videos, podcasts, etc.) that provide the students with information related to the section. These materials should align with the section objectives. 
  7. Determine the learning activities you want and in which sections. These will be your assessments (exams and quizzes), assignments, discussions, labs, etc. that students will have to complete to either evaluate learning or reinforce learning. These materials should align with the section objectives. 
  8. Decide if any supplemental materials need to be added.  These are any components provided by you or your institute to assist students with the learning process.  These can be additional articles, images, content summaries, links to various departmental webpages or outside websites, etc. This is up to you and can be done at any time.  
  9. Give your map a final review. Check to see if any areas need to be modified in any manner. Now is also the time to fill in any deficits that you may perceive. 

Once again, course mapping can improve course development by providing a visual outline of how all components are aligned. This practice can decrease stress and improve confidence that you have designed and developed a well-thought-out course. If you need assistance with mapping out a new or current course, please reach out to our team. We can provide guidance and tools to get you through the entire mapping process. Reach out to us via email or through our Bookings site.  

 

References: 

Arshavskiy, M. (n.d.). Using mind maps to develop your curriculum. Your eLearning World. https://yourelearningworld.com/using-mind-maps-to-develop-your-curriculum/  

Kelley, L. (2020). Woman looking at the map [Photograph]. Pexels. https://www.pexels.com/photo/woman-looking-at-the-map-3935702/  

Plavalaguna, D. (2021). Man creating a mindmap on a whiteboard [Photograph]. Pexels. https://www.pexels.com/photo/man-creating-a-mindmap-on-a-whiteboard-6937932/  

Shaw, A. (2019, October 16). Course mapping. Wiley University Services: Center for Teaching and Learning. https://ctl.wiley.com/course-mapping-2/