Session Overview

Presentation (20 mins.)

Examples(20 mins.)

Break(10 mins.)

Creating GS

Process (15 mins.)

Work Session

(45 mins.)

Wrap Up(10 mins.)

Graphic Syllabus Workshop

Susie Bussmann, Ph.D.

College of Extended Learning

Sharon Lalla, Ed.D.

Teaching Academy

What does a syllabus do?Contract between learner and

instructorCommunicate expectationsExplain grading systemClarify policiesProvide lots of useful informationAnd more …

Syllabus Challenges Text densityToo longConnection to course not

transparentNot answer student ??sAnd ??? Students

don’t read them!

Graphic Syllabus (GS)A visual representation of the course

topics showing how they’re organized and connected.

SupplementPluses for students

& instructor Research basisQM Standard I

◦ Course Overview & Introduction◦1.2 Students are introduced to the purpose

and structure of the course.

The Best of Both!

Driving Directions and a Course Roadmap!

You are here!

You are here!

You are here!

Focus on Content

Shows Big Picture

Scaffolds Learning

Makes Concept

Connections

Connects Course to Syllabus

Connects to Other Courses

Connects Course to Students’

Lives

Connects Course to Discipline

Novice to Expert

Advantages for Students

Sharing Your Understanding

Novice Expert

Value Add for Instructor Better course organizationIncreases focus on important

ideasDecreases emphasis on content

coverageIncreases alignment of course componentsAllows creativity & personal touch

Better course

design!

Increases Ways of Understanding

• (Paivio, 1983)

• (Clark & Paivio, 1991; Fleming & Mills, 1992)

• (Vekiri, 2002)

• (Vekiri, 2002; Winn, 1991)

Facilitates long-term knowledge retention

Reinforces Dual

Coding

Words + Pictures = Increased

Recall

Appeals to learners think in

spatial or pictorial ways

GS Overview No, one right way or format!Different formats

◦Topic map◦Mindmap◦Flow Chart◦Process Model ◦Original Map

Graphic credit: Lisa Leifeste

References Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational

Psychology Review, 3(3), 149-170. Fleming, N.D. & Mills, C. (1992). Helping Students Understand How They

Learn. The Teaching Professor, Vol. 7 No. 4, Magma Publications, Madison, Wisconsin, USA.

Paivio, A. (1983). The empirical case for dual coding. In J. Yuille (Ed.), Imagery, memory and cognition. Hillsdale, N. J.: Lawrence Erlbaum

Rollins, D., Purifoy, S. & Crook, R. (2010). Put your brain on paper? The graphic syllabus --an element of “transparent course design” [PowerPoint slides]. Retrieved from http:// cte.lsua.edu/.../STI_10-Reed_Crook_Sandra_Purifoy_Debra_Rollins-...

Smith, R. (2010). How do I easily create a graphic syllabus? University of Arkansas for Medical Sciences Office of Educational Development elearning. Podcast retrieved from http://vimeo.com/14586911

Vekiri, I. (2002). What is the value of graphical displays in learning?Educational Psychology Review,14(3), 261-312.

Smith, R. (2010, Oct. 21). The graphic syllabus as a course design tool. Jossey-Basss online teaching and learning conference online. Retrieved from http://2010.onlineteachingandlearning.com/program/#day2

Winn, W. (1991). Learning from maps and diagrams. Educational Psychology Review, 3(13), 211-247.

Topics, Big Ideas, Learning

Outcomes

Schedule

Assessments

Activities

What

else?

Connection

sConnection

s

Connections

Connec

tion

s

Let’s look at some GS examples!

Fostering Online Learning Community

Weeks 1 & 2 Getting Started

Weeks 3 – 5 Group Work

Weeks 6-8Develop Syllabus

Phases of Engagement Phase 1: Co-exist

Phase 2: Communicate

Phase 3: Cooperate

Newcomers Cooperators Collaborators