ABCDEFGHIJKLMNOPQRSTUV
1
Course Map Explanation: Instructors can use this Course Map to plan how they will offer their course in a remote format, focusing on organizing the course into distinct and purposeful modules that are structured around learning objectives and then determining the readings, lectures, activities, assessments, and interactions that will support those objectives for each module. Throughout this template, you will find annotations explaining the different steps to take to complete the Course Map.

You can duplicate this template for your own use by going to the toolbar, selecting "File," and from the dropdown menu select "Make a Copy" or "Download."
2
Begin developing your Course Map:

1) Course-Level Objectives (CLOs): In this section, provide your course-level objectives. You may already have them developed. If you haven't written CLOs before, consider the following questions: What are the major topics or concepts that students will enage in throughout the course? What learning goals do you want students to accomplish by the end of the course? How will students demonstrate that they've achieved those learning goals? Then use the Bloom's Taxonomy (see below) to articulate how students will engage with the materials and what you hope they will achieve or know by the end of the course. For more information on writing objectives, read the following article from CTL: Course-Level Learning Goals.

2) Bloom's Taxonomy: Indicate the Bloom's Taxonomy level of your CLOs. Bloom's Taxonomy is one way to categorize educational goals, or learning objectives, and can be used to assess if the activities and assessments you are planning for the course match your overall goals for student learning. View the second tab for more information on Bloom's Taxonomy.
3
1) Course Level Objectives

By the end of this course, students will be able to:		2) Blooms
4
1) Remember
5
2) Remember
6
3) Remember
7
4) Remember
8
5) Remember
9
5) Remember
10
7)Remember
11
8) Remember
12
13
3) Pre-Module/Getting Started Materials: It's recommended to provide students with a clear "getting started" menu on the home page of your course. You could also think of this as an orientation or "pre-module" as the goal is to prepare students with everything they need to know to successfully start the course, get to know the students and their needs, and create a welcoming, personal tone. This section is pre-populated with materials and activities you may consider including in this section of the course. Indicate the items you plan to include and any additional details in this section.
14
3) Pre-Module/Getting Started Material
15
Welcome video: 2-3 min video of the instructor providing a welcoming overview of the course, focused on welcoming students and getting them excited for the course, rather than explaining the syllabus or other requirements.
16
Instructor information such as your bio, picture, and contact information.
17
Survey of students: short survey that gathers information about students such as their time zones, general interests, devices they'll use to access the course, access to the Internet, questions or concerns about remote instruction, etc.
18
Introduction discussion forum: Ask students to introduce themselves to the course using a bCourses discussion. Provide 2-3 questions for students to respond to such as their name and pronouns, interest in the course topics, location, hobbies, etc. and allow them to respond in text, video, or audio formats.
19
Resources on bCourses and how to get technical support.
20
21
Module Explanation
There is space for 15 modules and Finals Week in the Course Map, but you are welcome to adjust based on your course's needs. Note that a module can equal one week of the course or be a different length of time. The term module will be used throughout the Course Map. Follow the annotations to complete a plan for each module. As you are developing a module, reflect on the following questions and make adjustments where necessary based on your assessment: What module components do you plan to provide feedback, or engage with student discussion or their work? Are there any areas where you see a gap between objectives, assessments, or teaching methods? If so, how might you align these components around a clear and specific skill/goal/objective?

For each module, indicate:

4) Title of the module: Give students context for the module by providing a title that highlights the main topics.

5) Module-Level Objectives (MLOs): What are the main topics you will cover in the module and what do you hope students will accomplish? How will you know if they have accomplished them? Indicate in this section the learning objectives for the module. You can use the same process for developing MLOs as you did when you developed CLOs.


6) Bloom's Taxonomy: For each MLO, indicate the Bloom's Taxonomy level of the objective. This will also help you to determine how well your module-level topics, activities, and assessments align with your course-level objectives and identify patterns in your instruction. View the second tab for more information on Bloom's Taxonomy.
7) Associated Course-Level Objective (CLO): Indicate the number of the CLO that is supported by each MLO. This is a way to ensure your MLOs are supporting students' achievement of the CLOs throughout the course.		8) Reading: What reading will students be expected to complete in the course of the module? List the reading assignments in this column. 9) Lectures: Will you hold synchronous lectures during a regularly scheduled class time and/or provide recorded asynchronous lectures? Indicate in this column the format and general topic for your lectures. Also include any additional audio or video content from other sources that you will provide to students.
10) Interactions: How will you connect with the students in each module and what opportunities are you providing for students to interact with each other? Indicate in this column the opportunities for interaction for each module. This can include synchronous (e.g. office hours, small group discussions, section meetings, etc.) and asynchronous (e.g. bCourses discussion, developing components of a group project, etc.) options. 		11) Formative Assessments: Formative assessments prioritize supporting students' learning of the materials over measuring what they have learned. Particularly in a remote instruction course, it's important to include formative assessments so that students will have opportunities to practice skills and keep track of their own understanding of the materials in advance of any summative assessment (see next column). Formative assessments also provide valuable input to instructors and allow them to identify potential areas of confusion to be addressed. Indicate the formative assessments you will include in each module (e.g. weekly quiz, muddiest points paper, etc.). You might have at least one formative assessment in each module. For more information about formative assessment, see the following article from CTL: Evaluate Course-Level Learning.12) Summative Assessments: Summative Assessments provide evidence of students' cumulation of knowledge learned and success in meeting the course learning objectives. Most courses include at least two summative assessments (e.g. midterm, final exam, essay, final group project, etc.). When developing summative assessments, it's useful to review your CLOs and use those as guidance for what activities and/or types of questions students could do and/or answer to deomonstrate that they have achieved the learning goals. Indicate in this column in which module you will include your summative assessments.
22
4) Module 1:
23
5) Module-Level Objectives 6) Blooms 7) Associated CLO8) Reading9) Lectures10) Interactions11) Formative Assessments12) Summative Assessments
24
Remember
25
Remember
26
Remember
27
Remember
28
Remember
29
Remember
30
Module 2:
31
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
32
Remember
33
Remember
34
Remember
35
Remember
36
Remember
37
Remember
38
Module 3:
39
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
40
Remember
41
Remember
42
Remember
43
Remember
44
Remember
45
Remember
46
Module 4:
47
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractions Formative AssessmentsSummative Assessments
48
Remember
49
Remember
50
Remember
51
Remember
52
Remember
53
Remember
54
Module 5:
55
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
56
Remember
57
Remember
58
Remember
59
Remember
60
Remember
61
Remember
62
Module 6:
63
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
64
Remember
65
Remember
66
Remember
67
Remember
68
Remember
69
Remember
70
Module 7:
71
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
72
Remember
73
Remember
74
Remember
75
Remember
76
Remember
77
Remember
78
Module 8:
79
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
80
Remember
81
Remember
82
Remember
83
Remember
84
Remember
85
Remember
86
Module 9:
87
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
88
Remember
89
Remember
90
Remember
91
Remember
92
Remember
93
Remember
94
Module 10:
95
Module-Level Objectives Blooms Associated CLOReadingLecturesInteractionsFormative AssessmentsSummative Assessments
96
Remember
97
Remember
98
Remember
99
Remember
100
Remember