1. The LearningMapR: A Pedagogically-Informed Model for Online Course Design Dawn Buzza David Bean Kevin Harrigan Leslie Richards (Tom Carey)

2. Contents Background LearningMapR –Based on T5 Model Templates and Exemplars IMS Learning Design

3. Background In the creation of Distance Ed at Waterloo, courses we have tended to assume that each week of the course will require approximately the same amount of development time Our instructors have never studied teaching and learning We are working with IMS Learning Design specifications which exists to support the sharing of pedagogy rather than just content

4. The LearningMapR: 1.Provides a framework for mapping out: –a complete course –a module –or a single topic 2.Recommends instructional strategies, task exemplars & templates.

5. LearningMapR is based on T5 Model Within this approach, instructors are encouraged to: View tasks as a key vehicle to student learning Incorporate a strong emphasis on feedback to learning tasks Maximize opportunities for learners to collaborate on learning tasks View content as resource to support tasks and not main focus for learning Re-assess class time and student learning time

6. T5 Model 1.Tasks - activities that lead the learning process as students interact with content 2.Tutoring - feedback during tasks 3.Teamwork - collaboration with peers 4.Topic Resources - content resources to support tasks 5.Tools - to support task, administration, etc

7. Learning Tasks Tutoring/Feedback (just-in-time feedback) Topic Resources & Tools: - textbook - reuse/customize learning objects - lecture (narrative/illustrated) Teamwork Discussion Boards, etc. Assignments Summative Feedback Topic: Course Module T5 Model

8. Ownership The instructor ‘owns’ the tasks and feedback The content is being re-used from somewhere else such as the book or MERLOT Learning Object We have a workshop dedicated to this topic

9. LearningMapR There are several keys to this approach: While pedagogically-informed, the LearningMapR does not require instructors to become experts in instructional design or theory. Encourages re-use of learning materials, including textbooks and learning objects and learning designs.

12. Rubric

14. Templates and Exemplars Based on what the Instructor enters for Know and Do and Instructional Challenges, we will generate a list of potential candidate templates and exemplars.

18. Feedback to Date Templates and exemplars are useful regardless of whether the LearningMapR is being used or not Should have an international peer- reviewed place for templates and exemplars Allows for the sharing of Learning Designs rather than content

19. Sharing Learning Designs We call the templates and exemplars Learning Designs If you are interested in being involved in the sharing of Learning Designs please let us know

20. Kevin Harrigan University of Waterloo, Canada Kevinh@uwaterloo.ca