This document provides guidance on course mapping for beginners. It discusses that a course map is a roadmap for course competencies and identifies competencies such as identify, choose, analyze, decide and evaluate. It explains that course mapping is required, helps ensure competencies are taught, and prepares instructors for upcoming requirements. The document then discusses how instructors can teach competencies through various methods like lecture, projects and online activities. It also addresses evaluating competencies through tools like quizzes, essays and projects. Finally, it describes an in-session exercise where instructors will work in pods to create an initial course map.

1. EXPLORING COURSE MAPPING FOR
BEGINNERS
Dr. Cherry Emerson, May 22, 2013 ©

2. COURSE MAPPING FOR BEGINNERS
Competencies
•Identify
•Choose
•Analyze
•Decide
•Evaluate
•Map

3. WHAT IS A COURSE MAP?
It is a ROAD MAP for your COURSE competencies

4. WHAT IS A COURSE MAP?
Let’s look at some specifics in Module 1
1
2 3
4
5

5. Competencies
• Identify
• Choose
• Analyze
• Decide
• Evaluate
• Map
WHY MAP COMPETENCIES?
Required by contract
Must be in our syllabus
GT – Guaranteed Transfer
CCCS publicizes to students
We should know and be able
to prove we teach these to
these competencies
It is coming . . . Be PREPARED

6. HOW WE TEACH
Individual decision
Match our Syllabus
Look for Innovative Methods
Pedicure Pedagogy
Reflective of our Style
We are our favorite teacher
Feedback from both Student
and Chair Evaluations
Teaching
•Lecture
•Text Book
•Discussion
•Project
•Video
•Incentives
•Online
•Apps
•Mobile

7. HOW DO WE EVALUATE IT?
We think about our testing
We decide which is best
method to evaluate learning
We design the choice to
evaluate the competency
Yes, this is the hard part!
 TIME to SPREAD YOUR WINGS!
Evaluating
•Quiz
•Discussion
•Journal
•Essay
•Presentation
•Project
•Participation
•Field Trip
•Attendance?

8. IN SESSION EXERCISE
MATERIALS
 Children’s Book [random distribution]
 Blank COURSE MAP [two pages]
 Example [this was for an online class]
 Your “POD-MATES” to be connectivists
INSTRUCTIONS
 [Module 1]- Name your Module
 Define three competencies, I, II, III
 Describe Unit Objectives [at least three]
 Describe Active Support Competency
 List Formative Assessment
 If time permits, create one RUBRIC

9. IN SESSION EXERCISE
ASSESSMENT
 Trade COURSE MAP/TEXT with Pod Mates
 As an Instructional Designer, assess the
Course Map as it relates to competencies
 Meet with the creator of the course map and
share comments and observations.
 NAME ONE POD MATE to do a short report to
the session on the exercise experience

10. SESSION EXERCISE – Wrap Up
Report from POD representative
Are you ready to give it a try?
Do you know where to get help
if you need it ? IDC, etc.
Do you think it will help you
prove that you have met the
competencies of the class?
AWARDING OF BADGES
Do you think this will come to
your campus and department?
 QUESTIONS?
WRAP-UP
• Reports
• Trying it
• Help
• Proof
• AWARDS
• Future
• Questions?

11. REFERENCES
Nokomis Fritillary Butterfly
Photo: Emerson, 2005 ©
"Common Search For Courses By The Following Prefixes."
CCCS Common Course Numbering System. N.p., n.d. Web. 13
May 2013.
Emerson, Cherry. "Nokomis Fritillary Butterfly." 2005. JPG file.
Emerson, Cherry “ ANT 225 Course Map Example,
Unpublished, 2012
Midler, Bette. "You Are the Wind beneath My Wings."
Experiencing the Devine - Greatest Hits. 1993. CD.
Setzer, Brian. Route 66. Brian Setzer Orchestra. 2004. CD
Unknown. Graphic of Route 66. N.d. Unknown, Unknown.
blog.cheapair.com. Web. 15 May 2013.
Unknown. Monarch Butterfly. N.d. Unknown, Unknown.
Stepintolight.net. Web. 16 May 2013.