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Learning Strategies

The Added Value of Bringing Professional Experiences into Your Courses

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To ensure that learners possess the soft skills demanded by employers and entrepreneurs, it is important to design courses that facilitate the development of abilities such as interpersonal skills, leadership skills, communication skills, and critical thinking skills. Presently, graduate students are increasingly interested in practical, hands-on learning experiences that can help them develop the skills and knowledge they need to succeed in their future careers. This trend may have implications for how courses are designed and delivered in graduate programs, with a greater emphasis on experiential learning and real-world applications (Pappas, 2021; Wats & Wats, 2009). According to Academic Partnerships (2023), below are a few examples of learning experiences that could be incorporated into a course:

  • Incorporate case studies: Case studies are an effective way to bridge the gap between theoretical concepts and practical applications. By analyzing real-world scenarios, students can gain a better understanding of how concepts and theories are applied in the workplace.
  • Use simulations: Simulations can provide students with hands-on experiences that mirror the challenges they may face in their future careers. For example, a workplace simulation provides a no-risk and structured environment for students to practice decision-making and problem-solving skills.
  • Invite guest speakers: Inviting professionals from the industry to speak in a course can provide students with valuable insights into the practical application of concepts. Guest speakers can share their experiences and provide advice on how to navigate the professional world.
  • Offer internships and co-ops: Internships and co-ops can provide students with opportunities to gain practical experience in a real-world setting. They can work on real projects and collaborate with professionals in the industry.
  • Provide networking opportunities: Networking is a crucial aspect of building a successful career. By offering networking opportunities, such as attending industry events or connecting with alumni, students can build relationships and gain insights into the industry.
  • Use experiential learning: Experiential learning involves “learning by doing.” By incorporating activities such as role-playing, group projects, and field trips, students can gain practical experience and develop the skills necessary to succeed in the workplace.
Strategies to Enhance the Workplace Relevance of Academic Courses

According to Academic Partnerships (2023), to increase the workplace relevance of academic courses, there are three main strategies that course designers can implement.

  • The first strategy is to utilize module introductions and summaries to highlight the workplace relevance of course content. Through this, course designers can help students understand how the concepts they are learning can be applied in real-world settings. This can increase student engagement and motivation and help prepare them for successful careers after graduation.
  • The second strategy is to build authentic learning opportunities that increase student awareness of career opportunities. This can be done by showcasing professionals in the field using interviews, guest lectures, and various types of discussions, such as panel talks, moderated discussion boards, and “Ask Me Anything” talks. In addition, incorporating case studies covering local events can provide students with practical examples of how theoretical concepts are being applied in the workplace.
  • The third strategy is to increase student confidence by decreasing the articulation gap, providing personalized learning contracts, and utilizing e-portfolios. To achieve this, course designers can intentionally present the curriculum as relevant to the workforce through the following activities: offering opportunities for evaluated career awareness, building confidence through continuous conversations, and utilizing professional resources and connections. Also, guiding students through the development of electronic portfolios that demonstrate to employers the knowledge and skills necessary to be successful at their company or organization could also be beneficial. By implementing these strategies, course designers can enhance the learning experience and prepare students for success in the workforce.

By integrating professional experiences into courses, students can gain a more comprehensive understanding of theoretical concepts and their practical applications. Doing so could improve their learning outcomes and equip them with the skills necessary for their future careers. The SCSU Online and Distance Learning team can provide guidance, literature, and tools to help incorporate professional experiences into a course. Reach out to us via email or through Bookings.

Additional Reading:

For more information on how useful an instructional designer can be to your course, check out this previous blog post.

References:

Academic Partnerships. (2023, February 21). Mirroring professional experiences in your courses [Video]. Academic Partnerships Faculty eCommons. https://facultyecommons.com/webinars/mirroring-professional-experiences-in-your-courses/

Fauxels. (2019). Top View Photo of Group of People Using Macbook While Discussing [Photography]. Pexels. https://www.pexels.com/photo/top-view-photo-of-group-of-people-using-macbook-while-discussing-3182773/

Pappas, C. (2015, January 23). 8 tips to use personal experiences in elearning course design. ELearning Industry. https://elearningindustry.com/8-tips-use-personal-experiences-elearning-course-design

Wats, M. & Wats, R. (2009). Developing soft skills in students. The International Journal of Learning: Annual Review, 15, 1-10. https://doi.org.10.18848/1447-9494/CGP/v15i12/46032

 

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA’ Member with a bachelor’s degree in applied accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.

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/