{"id":29,"date":"2020-07-13T17:22:04","date_gmt":"2020-07-13T17:22:04","guid":{"rendered":"https:\/\/www.vanderbilt.edu\/cdr\/?page_id=29"},"modified":"2022-04-05T19:10:06","modified_gmt":"2022-04-05T19:10:06","slug":"examples-of-module-structures","status":"publish","type":"page","link":"https:\/\/www.vanderbilt.edu\/cdr\/module1\/examples-of-module-structures\/","title":{"rendered":"Examples of Module Structures"},"content":{"rendered":"
By Stacey M Johnson<\/strong>, Assistant Director for Educational Technology, Vanderbilt University Center for Teaching<\/span><\/em><\/h6>\n

Cite this guide:\u00a0<\/strong>Johnson, S.M. (2020). Examples of Module Structures<\/em>. Vanderbilt University Course Development Resources. https:\/\/www.vanderbilt.edu\/cdr\/module1\/examples-of-module-structures\/<\/h2>\n

Let’s look at a few examples of how to structure an online course module.
\nThere is no perfect module structure, and even when courses are designed and taught by the same person, they will typically use a somewhat different module structure based on the learning activities and objectives. It might help to see some examples of different modules just to get our mental gears turning.<\/p>\n

Example 1: General Seminar \/ Discussion-Based Course Template<\/h4>\n

In a blog post from back in March when remote teaching first kicked off<\/a>, I wrote about two module structures that might be useful for faculty teaching seminars and lectures. You can go back and read that post for more detail if you like. It includes step-by-step instructions and links to Brightspace guides that can help you actually build the modules.\u00a0For now, let’s review the first structure from the post here.<\/p>\n

To recreate the live, classroom discussion of a seminar, faculty might use a structured format like the one below. Consider in particular how long each activity will take. If your term is set up for students to spend 3-5 hours a week reading and preparing and 3 hours a week in class, make sure you don’t inadvertently create a much higher or lower workload online. (N.B.: it’s common for faculty to err on the side of too high a workload when first moving courses online. This kind of planning can help prevent that.)<\/p>\n

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  1. Read \/ Intake<\/strong>, which might include:<\/li>\n<\/ol>\n