Route map clarifies the design of the learning processes
The teacher who prepared the Route map presented in the figure opposite has decided to use three IT options in his course:
- Stimulate the self-study by using digital assignments and feedback.
- Give additional explanations about complex topics through short videos prepared by himself and colleagues.
- Introduce a simple test to assess whether students have mastered the subject matter.
Why
The teacher expects students to engage in more active learning and achieve higher levels of success. Additionally, he anticipates that they will be able to apply the acquired knowledge to subsequent courses.
The Route Map visualises a course program.
A crucial design task in the course design and development process is identifying potential learning paths that cater to diverse student groups. Since different groups may prefer varying approaches, flexibility is vital.
A Route Map can be an invaluable tool for facilitating this. Below is an example of such a Route Map. This visual aid offers a comprehensive overview of the learning processes to be implemented in your course. The Blueprint systematically outlines the course program.
The Route Map and the Learning Environment can be used to design an Organiser for the course.
Visualisation tools, such as a Route Map and the Organiser, serve to externalise your ideas and provide a practical reality check. They allow you to assess whether your concepts will have the desired impact and are feasible in implementation: Should the idea be abandoned, or can it be refined? Creativity is indispensable when designing a Route Map.
The Route Map helps teachers assess whether their course design is likely to be effective. Subsequently, educators utilise the learning process defined in the Route Map, along with any supplementary Route Maps tailored for different student groups, to develop the course Blueprint.
You design the Route Map step-by-step
To design a course, consider these components: main topics, learning objectives, and activities. Determine the sequence of topics and where ITedu tools fit. Align ITedu tools with face-to-face and self-study sessions to enhance learning outcomes.
In stages 1 and 2, gather and organise information to fully understand your design task or problem. Useful tools include the Learning Environment with Design Principles, the Diamond Diagram with Learning Objectives, an overview of possible Learning Activities and Materials, the Pedagogical Concept, Quality Criteria, and content sequences.
Based on these, create your Route Map(s).
Some other examples of Route Maps
An example of a learning process thought up by a teacher. (Van Eijl, De Jong, Pilot, De Voogd & Janssens (2000) or Nedermeijer 2023 , Chapter 7)
Possible sequences in your course
From, Nedermeijer, J. (2023). Evidence-Based Blended and Online Learning. Course design for University Teachers. Leiden: Brill.
Sequencing means breaking up your course content into smaller or larger topics. There are several possibilities for dividing the course content. Splitting up depends on the curriculum model you follow. You must follow a specific order that supports and motivates the students to master the objectives in an effective, efficient, well-liked, and valued learning path. Such a learning path needs to be feasible for students and teachers.
You can split your course content according to different principles. You must elaborate on the splitting idea to determine if the results align with your expectations. Some of these principles are listed below:
Different types of course sequences
(according to Reigeluth and Keller, 2009 and Earl, 1987).
Look for an organiser for your course
An Organiser is a crucial ‘bit of content’ in your course. It might be a working procedure, a problem, a systematic overview of the content, a process, some cases, or a poem. This idea can be compared with the advanced organiser.
An organiser has two unique properties. It enables teacher designers to ‘see’ how they will set up the students’ learning experiences during the course and whether the design is feasible.
They can use the organiser in the study guide to give the students a clear and correct insight into what they will learn and why.
An excellent example is given in Pirsig’s book (2006), Zen and the Art of Motorcycle Maintenance: An Inquiry into Values. The main character in the book has to teach students to write an essay. He started his course by discussing grammar, writing styles and techniques. The result of this approach shows that the students are rather pessimistic about him as a teacher and, more importantly, that the quality of the final essays does not satisfy him and his boss. The next year, he decided to start differently: in the first lesson, the students had to evaluate two essays in class. Pirsig’s question was What is the best one and why?’ 90% of the students select the same essay as the best one. None of the students could explain which qualities they have experienced to select this essay best. Pirsig challenges the students to find out in his course how to write an essay that matches the professional qualities of the selected essay. (Of course, in the book, the quality of the final essay is increased enormously.)
Earl (1987) and Nedermeijer (2023, Chapter 8.4.8) provide other examples of an organiser.
