Intro
Indicators
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Introduction

The purpose of this standard is to encourage you to reflect on how the learning materials and content in your course function to support, or align with, your learning activities, assessments, module-level objectives, and course-level outcomes. As you select the content for your course, consider the learning goals of your course and how students will use the materials you choose to support their learning. It is important to find the right balance between the amount of content you include and an appropriate mix of materials that align with the course learning goals. Too much content and trying to cover too many topics too quickly is overwhelming for students and will shift the focus from deep learning. Attempting to cover too many topics also minimizes the time available for students to practice using their newly acquired knowledge and skills.

Rather than including a laundry list of topics, consider how you can choose learning materials within the context of course goals. You might begin the process by writing out a list of broad topics and then narrowing the list down several times in order to get to the absolute essentials. The way you choose to sequence and chunk the learning materials will also impact the frequency and time available to students for practice. Consider how you can focus your learning materials on skills development so students are applying what they’re learning to solve problems or make contextual decisions rather than simply memorizing information short-term before moving on to the next unit. Other factors that may impact the learning materials you choose include: the needs of your students, whether or not your course is a prerequisite for another course, licensing board requirements, industry standards, and/or accreditation criteria.

Why it Matters to Students ...

L just finished taking the midterm essay exam in Economics. Despite trying extra hard to be prepared, L is frustrated because several questions asked about topics L didn’t remember covering in class and many of the terms included on the review sheet weren’t even asked about. (4.1.a) Last week while studying for the test, L noticed that the review sheet listed a lot of unfamiliar terms and concepts. (4.1.a) After searching through the course modules and not finding them and looking through all of the other course resources and materials, L finally gave up and tried asking a classmate. L’s classmate wasn’t able to find the information either. (4.1.b). Both students feel like the test was unfair and both are very worried about their scores.

Consider This ...

What is the purpose of each learning material in your course - does adding them do more than just cover topics? What strategies or tools do you use to ensure that the learning materials in your course advance student learning? What strategies or tools do you use to ensure the learning materials in your course advance student learning?
How do the learning materials in your course contribute to the overarching goals of your course and add value to the course or program? What tools or strategies do you use to determine if your learning materials support your module-level objectives and course-level outcomes?
How have you made the relationship between the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes clear to students?

Indicators Explained

The Indicators for Standard 4.1 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essential

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

4.1.a - Course materials align with learning activities, assessments, module-level objectives, and course-level outcomes.

It’s important to provide students with the resources they need to advance their learning. The learning materials in your course most likely contain a combination of one or more of the following: a textbook(s), additional readings, slide presentations, handouts, LMS pages, externally linked resources, embedded videos, images, infographics, charts, graphs, etc. The combination of learning materials you choose to include in your course should support, or align to, the learning activities, assessments, course outcomes, and module-level objectives included in the course. Alignment between these elements exists when the learning materials provide students with the knowledge they need to begin practicing their newly learned skills, demonstrate their learning, achieve module-level objectives, and master course-level outcomes.

4.2.b - Course includes a clear explanation describing the relationship between course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Adult students learn best when they understand the purpose behind their learning, so be sure to clearly explain how and why the chosen materials will help students be successful in your course. An explanation of how the materials support student learning can come in a variety of forms, one of which is a course map or outline that details how the components of your course work together. However, even a brief paragraph or just a few sentences on each module’s introductory page can help students better understand the relationship between, the purpose behind, and make meaning of, the resources they are using to learn. Going further and connecting your course content to real world applications can make it even more relevant to students.

A course map is a document or graphic, that shows all of the vital components in your course and illustrates how they work together to create an effective learning experience for your students. Whatever form your course map takes - a table, outline or list, chart, mind map, or concept map - taking the time to map your course will help you stay organized, speed up the course development process, and identify alignment issues and gaps or redundancies in your curriculum. Mapping your course will help you:

Create a clear road map for your course.
Identify clear learning expectations for students.
Scaffold skills and concepts appropriately.
Align assessment strategies with module-level objectives and course-level outcomes.
Ensure learning materials support student learning.
Ensure learning technologies enhance student learning.
Build more effective units of learning.
Prepare to compare your course components with colleague’s courses and program-level outcomes.

As you continue to work through the design of your course, the information included on your course map will grow. Eventually, your course map will include information about the course-level outcomes, module-level objectives, assessments, content, selected technologies, and all other learning activities in your course. Including each of these intentionally selected elements in your map will help you visualize the alignment of your course.

4.1.c - Course includes an opportunity for students to explore and reflect on the relationship between course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Sharing a course map or course outline with students that explains how course components relate to course learning goals is a practical way to illustrate connections for students. Without a clearly defined path, students may focus on learning incorrect skills and/or may not master the skills you intended at the desired level. Having a clear understanding of where they are expected to go and how they are expected to get there helps students monitor their progress and work toward success. Your course map gives students a clearer idea of what they will learn, how they will learn it, the content and resources that will support their learning, and the technology tools that will enhance their learning. It also helps you and your students better understand the purpose and structure of the course.

Beyond sharing your course map document, outline, or other graphic illustrating how all of the components of your course work together, you can also provide space for students to reflect on and share about how the module-level objectives in your course align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes. Consider including a class discussion, assignment, or quiz for students to think about and make connections between course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

4.1.d - Course materials align with program-level outcomes.

Student learning outcomes range in specificity from broad and flexible at the institutional level to narrow and highly specific at the course and module levels. Falling in the middle, program-level outcomes are influenced by industry and/or discipline-specific needs or transfer requirements. An effective program of study will be built around a set of carefully planned and well-thought-out learning goals that creates a clear career or transfer path for students. Student progress and success on this path can be visualized through a curriculum mapping process.

Institutional, program, and course outcomes are the threads that connect the application of learned skills and acquired knowledge to actual use within the student's continued educational context or in the real world. Clearly articulating what students will know or be able to do, aids in communicating the benefits of completing a given program of study to students and prospective employers. Aligning your course materials to your program-level outcomes will help ensure students are gaining the knowledge and skills they need to be successful in their future academic and work lives. If you are unsure which program(s) your course is mapped to, you may want to check in with the Guided Pathways team on your campus.

4.1.e - Course materials align with institutional learning outcomes.

X

4.1.f - Course materials align with industry-specific skills and/or transfer requirements.

Adult students learn best when they understand why they are learning something and when the skill or concept has relevance or is of immediate value to their work or personal lives. In addition to ensuring your module-level objectives are clearly stated, specific, appropriate and measurable, look for opportunities to connect student learning to uses outside of the classroom. How might students use this skill in their current or future career path? Why do employers value a skill of this nature? How can mastering this skill help students obtain employment or explore career options? Is this skill an industry standard? How does this skill help students meet a transfer requirement?

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Announcements: Use Announcements to remind students about important learning goals. For example, to send announcements connecting learning materials to module-level objectives and/or course-level outcomes.
Syllabus: Use the Syllabus page to prominently display important course information. For example, including a section on course mapping.
Modules + Pages: Use a Page added to a Module to introduce each module. For example, an introductory page dedicated to explaining how the learning materials connect to assessments, module-level objectives, and course-level outcomes.
Discussions, Assignments, or Quizzes: Use a discussion, assignment, or quiz to provide space for students to share about how they think the learning materials connect to module-level objectives and course-level outcomes.
Quiz Feedback: Use the answer feedback option on Quizzes to direct students to relevant information. For example, to refer the student back to the appropriate place in the course to review specific learning materials or to provide additional resources.

Examples of Standard 4.1

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 4.1

Need some ideas for how to apply this standard to your course? Try one of these!

4.1.a - Alignment with learning activities, assessments, module-level objectives, and course-level outcomes

(4.1.a) Review the learning materials in your course to ensure that they support your learning activities, assessments, module-level objectives, and course-level outcomes. Adjust your learning materials as needed to address any problem areas you identify.

4.1.b - Description of how course materials align

(4.1.b) Write an explanation to include on the introductory page of each module briefly detailing how the learning materials included support the learning activities, assessments, module-level objectives, and course-level outcomes in the unit. Remember to write your explanation in student-friendly language.
(4.1.b) Write an explanation to include on your Syllabus page or in your “Start” module about how all of the components of your course work together to help students achieve success. Remember to write your explanation in student-friendly language.
(4.1.b) Write an explanation to include on the introductory page of each module briefly detailing how the module objectives for the unit support students achieving the outcomes for your course. Remember to write your explanation in student-friendly language.
(4.1.b) Add a discussion, assignment, or quiz to provide space for students to share about how they think the learning materials connect to activities, assessments, module-level objectives, and course-level outcomes.
(4.1.b) Add explanations to learning materials detailing how the resources connect to activities, assessments, module-level objectives, and course-level outcomes.
(4.1.b) Use a course map worksheet, or other method of your choice, to map your course and identify any gaps or redundancies in your curriculum. Revise your course as needed to address any problem areas you identify.
(4.1.b) Link to or inline display a course map document, outline, or other graphic illustrating how all of the components of your course work together on your Syllabus page or in your “Start” module.
(4.1.b) Use a Survey or Discussion to ask students for feedback about how well the learning materials connect to the learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make revisions as needed.

4.1.c - Opportunity to explore and reflect on how course materials align

(4.1.c) Share your course map document, outline, or other graphic illustrating how all of the components of your course work together on your Syllabus page, in your “Start” module, or embedded within discussions, assignments, or quizzes. Ask students to reflect on how course materials align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes.
(4.1.c) Add a discussion, assignment, or quiz to provide space for students to share about how they think the course materials connect to the learning activities, assessments, course technologies, module-level objectives, and course-level outcomes.
(4.1.d) Use a survey or discussion to ask students for feedback about how well the course materials connect to the learning activities, assessments, course technologies, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.

4.1.d - Alignment with program-level outcomes

(4.1.d) Investigate how program-level outcomes map to your course materials. Discuss what you find with colleagues and the Guided Pathways team on your campus.
(4.1.d) Add explanations to assignments, discussions, and quizzes detailing how course materials connect to program-level outcomes. Remember to write your explanations in student-friendly language.
(4.1.d) Write an explanation to include in your syllabus briefly detailing how course materials support students achieving program-level outcomes. Remember to write your explanation in student-friendly language.
(4.1.d) Use a survey or discussion to ask students for feedback about how well the course materials connect to the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.

4.1.e - Alignment with institutional learning outcomes

X

4.1.f - Alignment with industry-specific skills and/or transfer requirements

Association of American Colleges and Universities. Guided Pathways at Community Colleges: From Theory to Practice. Fall 2017, Vol. 20, No. 4. https://www.aacu.org/diversitydemocracy/2017/fall/bailey
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press.

Resources

Recommended Reading

... coming soon!

References

4.1.a - Alignment with learning activities, assessments, module-level objectives, and course-level outcomes

Carnegie Mellon University. (2021). Design & Teach a Course - Plan Your Course Content and Schedule. Eberly Center. Retrieved July 7, 2021, from https://www.cmu.edu/teaching/designteach/design/contentschedule.html
Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Revised and updated edition. San Francisco, CA: Jossey-Bass.
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.
Tewksbury, B., & Macdonald, R. H. (2005). On-line Course Design Tutorial - Part 1.4 Choosing content to achieve overarching goals. Teach the Earth - Designing Effective and Innovative Courses. Retrieved July 7, 2021, from https://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/content.html
Winkelmes, M.-A. (2013, Spring). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education, 99(2). https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A. (2013). Transparent Assignment Template. TILT Higher Ed. Retrieved March 10, 2021, from https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016, Winter/Spring). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review,18(1/2). https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes
Woolvard, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.

4.1.b - Description of how course materials align

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Quality Matters. (2018). Higher Education Rubric Workbook: Standards for Course Design (6th ed.). MarylandOnline.
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
University of North Texas. (2021). Selecting Content for Your Online Course. UNT Teaching Commons. Retrieved July 7, 2021, from https://teachingcommons.unt.edu/teaching-essentials/online-course-design/selecting-content-your-online-course
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.
Winkelmes, M.-A. (2013, Spring). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education, 99(2). https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A. (2013). Transparent Assignment Template. TILT Higher Ed. Retrieved March 10, 2021, from https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016, Winter/Spring). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review,18(1/2). https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

4.1.c - Opportunities to explore and reflect on how course materials align

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.

4.1.d - Alignment with program-level outcomes

X
X

4.1.e - Alignment with institutional learning outcomes

X
X

4.1.f - Alignment with industry-specific skills and/or transfer requirements

X
X

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