1. Master Course Template
Conceptual Design to Practical Application
TAACCCT 3 NCC AMID Certificate
Steven McIntosh, CBE Consultant
Prof. Douglas Howe, Nashua Community College

2. A little history
Our college had been teaching machining (Advanced Machine Tool) for many years using tradition teaching methods. Classroom lecture and laboratory experience.
We knew that the laboratory aspect of our classes was essential.
Our advisory board did not want students that had only operated machines online, nor did we want to diminish our course content in any way.
But how could we better identify areas in our curriculum that could be enhanced by technology?

3. Online Blended Traditional
Course Learning Technology Continuum How Could We Integrate Technology And Move Towards The Blended or Online Classroom?
Online
Blended
Traditional

4. Course ‘Modality’ (Delivery) Options-
Traditional
On Campus
Face-to-Face
Classroom, Lab, and perhaps Blackboard
Blended/Hybrid
Online
Classroom, Lab, and Blackboard
Fully Online
Only Online
No Campus classes or labs
All on Blackboard

5. Master Course Template: Practical Application
Step 1
Examine your Traditional course outline, syllabus, content, and outcomes
Place those course elements into their respective Traditional categories and tasks in the Master Course Template
Step 2
Now construct (or deconstruct as it were) the Competencies required to be successful in the course
The Competencies may already be Tasks
What a student must ‘know or show’ is a competency
Step 3
Next, specify the Technology (in classroom or in lab) that supports the learning activity
The technology may be a textbook, learning guide, media object, online resource…or… a machine, tool, gauge or other device…some exploration may be needed here!

6. Master Course Template: Practical Application
Step 4
Now consider how each Competency may be achieved
Must it be on campus?
Must it be in the lab?
Does it require Faculty observation of task?
Can it be learned and demonstrated using an academic technology resource?
Can an online ‘self-study/test out’ resource be employed?
Step 5
Next, consider how each Technology support may be encountered by student
Must it be in lab?
Must it be in a Demonstration context?
Can it be assigned to student as self-study?
Can it be a Web-based resource?
Step 6
Finally, think about the potential for a Competency or a Technology support to be encountered in a Modality other than Traditional on-campus learning
Is the Competency achievable or the Technology accessible in a Blended/Hybrid Modality (on-campus and online) format?
Is a Fully Online Modality practical? (all learning takes place in Blackboard – no on-campus meetings)?

7. Purpose of Master Course Template
The purpose of the Master Course Template is to:
Provide a Framework.
Provide a means for discerning which elements of the course are potentially eligible for students to encounter outside of a traditional classroom or lab.
Provide a mechanism for discovery in curriculum where teaching and learning technology supports can be incorporated or enhanced.
Identify in curriculum/practicum ‘Prior Learning’ competencies.

8. What the Master Course Template Is Not
The Master Course Template is NOT designed to alter your teaching pedagogy in any intentional way.
The Template has many logical components in its structure which exist solely to capture the many things that happen in a course that cannot be identified by the Course Outline or Syllabus.
The Template is intended to have the Professor fully explore their course content.

9. The Master Course Template

10. How The MCT Helps to Identify Ways That Technology Can Enhance Teaching Course Competencies

11. Identify the Teaching Methodologies Currently in Use
As you work through the MCT and identify the current teaching methods, you can easily identify areas that are better taught or reinforced by technology enhancements.

12. The MCT Brought This Instructional Difficulty to Light
The MCT Brought This Instructional Difficulty to Light. How do I fit twenty people in this room for a demonstration, and have them really learn something?

13. Solution One-A New Video

14. Solution Two- A Camera and Monitor

15. Solution Three- Video Posted on Blackboard

16. Videos to Support Classroom and Laboratory Learning

17. Technology Supports: Classroom learning and discussion
Laboratory Learning, often we will encourage students to view videos or Blackboard before attempting a particular task in the lab.
Students with “Quick Questions” related to a task.
Students that missed lectures or Lab demonstrations.
The student that wants to review his or her classroom lessons day or night.

18. The Master Course Template
The MCT was used for every course in our Precision Machining and Mechanical Design Technology Programs.
Since we employed the MCT nearly every course has been enhanced by technology.
Our Precision Manufacturing Program now contains two completely online courses.

19. Contact Information
Professor Douglas Howe
Nashua Community College
Nashua, NH 03063
Steve McIntosh
CBE Consultant
NCC TAACCCT 3 AMID Certificate Project

20. Credits
This program is sponsored by (or in part by) a $2.5 million grant from the U.S. Department of Labor, Employment & Training Administration TAACCCT Grant #TC A-33. Nashua Community College is an equal opportunity employer, and adaptive equipment is available upon request to persons with disabilities. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”