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dc.contributor.authorBeckham, Roxanne
dc.contributor.authorReidford, Kathy
dc.contributor.authorHall, Melissa
dc.date1/26/2017
dc.date.accessioned2020-02-21T16:37:34Z
dc.date.available2020-02-21T16:37:34Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/531
dc.description.abstractFocus: A map, or grid, has historically been utilized to design and represent an academic program curriculum. A course map, evolved from the program curriculum map model, provides a visual checklist to support online course development. Context: A graduate level course must be designed to meet professional accreditation standards, best practice standards, and the diverse learning needs of the students. The ideal course map design flows in a well thought out manner that addresses all crucial topical components while avoiding non-essential components or redundancies. The well detailed course map clearly reflects how each course objective is linked to specific practice standards. In addition, each course assignment, which can be designed in a flexible manner to meet unique student needs, is defined by the specific course learning objectives to be achieved. Approach: The course map is designed by faculty to serve as a convenient visual representation for the student to link overall course objectives to course assignments. The course map, presented to the student along with the course syllabus, also displays the weighted percentage for each assignment from the potential total score of the course so students can easily identify topical priorities. Discussion: The course map is currently being used with several online graduate nursing courses. During spring semester 2017, student in the graduate level nursing informatics course will be given an assignment to interact with the course map to design a learning objective specific to the chosen nursing specialty. This mapping process is also being introduced to all nursing faculty during an end of semester retreat.
dc.relationhttps://www.usi.edu/cetl/teaching-and-learning/teaching-and-learning-symposium/
dc.subjectlearning in specific settings or contexts
dc.titleCourse Design: Mapping the Course
html.description.abstract<p>Focus: A map, or grid, has historically been utilized to design and represent an academic program curriculum. A course map, evolved from the program curriculum map model, provides a visual checklist to support online course development. Context: A graduate level course must be designed to meet professional accreditation standards, best practice standards, and the diverse learning needs of the students. The ideal course map design flows in a well thought out manner that addresses all crucial topical components while avoiding non-essential components or redundancies. The well detailed course map clearly reflects how each course objective is linked to specific practice standards. In addition, each course assignment, which can be designed in a flexible manner to meet unique student needs, is defined by the specific course learning objectives to be achieved. Approach: The course map is designed by faculty to serve as a convenient visual representation for the student to link overall course objectives to course assignments. The course map, presented to the student along with the course syllabus, also displays the weighted percentage for each assignment from the potential total score of the course so students can easily identify topical priorities. Discussion: The course map is currently being used with several online graduate nursing courses. During spring semester 2017, student in the graduate level nursing informatics course will be given an assignment to interact with the course map to design a learning objective specific to the chosen nursing specialty. This mapping process is also being introduced to all nursing faculty during an end of semester retreat.</p>
dc.contributor.affiliationUniversity of Southern Indiana
dc.event2017 Celebration of Teaching & Learning Symposium


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