1. Session Overview Session Overview Presentation (20 mins.) Examples (20 mins.) Break (10 mins.) Creating GS Process (15 mins.) Work Session (45 mins.) Wrap Up (10 mins.)

2. Graphic Syllabus Workshop Susie Bussmann, Ph.D. College of Extended Learning Sharon Lalla, Ed.D. Teaching Academy

3. What does a syllabus do? Contract between learner and instructor Communicate expectations Explain grading system Clarify policies Provide lots of useful information And more …

4. Syllabus Challenges Text density Too long Connection to course not transparent Not answer student ??s And ??? Students don’t read them!

5. Graphic Syllabus (GS) A visual representation of the course topics showing how they’re organized and connected. Supplement Pluses for students & instructor Research basis QM Standard I ◦ Course Overview & Introduction ◦ 1.2 Students are introduced to the purpose and structure of the course.

6. The Best of Both! Driving Directions anda Course Roadmap! You are here!

7. 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

8. Sharing Your Understanding Novice Expert

9. Value Add for Instructor Better course organization Increases focus on important ideas Decreases emphasis on content coverage Increases alignment of course components Allows creativity & personal touch Better course design!

10. 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

11. GS Overview No, one right way or format! Different formats ◦ Topic map ◦ Mindmap ◦ Flow Chart ◦ Process Model ◦ Original Map Graphic credit: Lisa Leifeste

12. 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.

13. Topics, Big Ideas, Learning Outcomes Schedule Assessments Activities What else?

14. Let’s look at some GS examples! Fostering Online Learning Community Weeks 1 & 2 Getting Started Weeks 1 & 2 Getting Started Weeks 3 – 5 Group Work Weeks 6-8 Develop Syllabus Weeks 6-8 Develop Syllabus Phases of Engagement Phase 1: Co-existPhase 2: Communicate Phase 3: Cooperate Newcomers Cooperators Collaborators