Connect Learning Outcomes to Lectures, Readings, Assignments, and Activities

Alignment mapping ensures that the work you're doing--and that you're asking students to do--creates a cohesive and supportive learning experience that will help the students achieve the course outcomes.

Alignment mapping ensures that the work you're doing--and that you're asking students to do--creates a cohesive and supportive learning experience that will help the students achieve the course outcomes.

Step 1: Identify the desired results.

Course: ENG 676 Instructional Design for Technical Communicators

Course Learning Outcomes (SLOs)

1. Explain the process of instructional design and reflect on their performance and potential as professional instructional designers.
2. Evaluate the concept of “successful training” from the perspectives of the trainer, learner, and employer.
3. Use the ADDIE model, theory, research, and appropriate technology to design a student-centered, interactive training event and develop a proof-of-concept module for face-to-face and/or online environments.
4. Research educational, psychological, and design theories related to instructional design and use them to inform instructional design decisions.
5. Research, evaluate, and present outside resources related to instructional design, instructional technology, adult learning, learning retention, needs assessment, and training evaluation.

Step 2: Determine acceptable evidence.

• Explain the process of instructional design and reflect on their performance and potential as professional instructional designers.
• Discussion threads about instructional design experiences and ideas for projects
• Self-reflection essay at end of term

Step 3: Plan the learning experiences and instruction.

• Create the module learning outcomes (MOs). These form the promise you make to students about what they will learn during the module or unit.
• Create or locate the necessary instructional materials, such as lecture notes, podcasts, slides, activities, discussions, and assignments.

Step 4: Link the pieces together.

• Connect the module learning objectives to the course objectives. Then link the instructional materials to the module objectives.
• Some of your activities might not match a course objective, but they should fulfill a purpose in your module objectives.

Example of an Alignment Map

Module 2: Analysis in ADDIE

Describe some of the theories that support instructional design and apply it to their projects. [SLO 4]

Describe the types of analysis conducted in an instructional design project (e.g. need, job, task, learner, cost-benefit) and role of analysis in communicating with clients. (SLO 1)

Describe theories about learning and apply them within the context of their projects. (SLO 3, SLO 4)

Practice analysis within the context of their projects. (SLO 3)

Instructional Materials

Podcasts:

1. Theories and Models of Learning (Module Objective 2.1, 2.3)
2. Other Theories of Learning (Module Objective 2.1, 2.3)

Examples:

• Examples of Analysis Documents (Module Objective 2.4) (see D2L Content)

Assessment Activities

D2L Discussions:

• Closets for Novices (Module Objective 2.1)
• And why do they need to know that? (Module Objective 2.2)
• The Cost-Benefit Analysis (or ROI) (Module Objective 2.4)
• Theories of Learning (Module Objective 2.3)

Assignments:

• Needs Analysis Report (Module Objective 2.4)
• Learning Analysis (Module Objective 2.4)
• Trainee Analysis (Module Objective 2.4)

Assessment Materials

Rubrics: (see the D2L Assignment folders)

• Needs Analysis Report
• Learning Analysis
• Trainee Analysi