What is a Module?

 

A ‘module’ is a functional unit that organizes content. It is similar to a section in a textbook. Whether you are teaching geology, mathematics, American short stories, epistemology, accounting or another other topic, it is best to "chunk" the content into digestible pieces (or modules) to give it:

• Structure.
• Consistency
• Form.

This is particularly true for online delivery to students.  Often you can get inspiration from viewing a textbook or the Course Description or Proposal for getting clues on how to best sequence the course content. Ideally, a course should contain 4-7 modules to conform to principles of cognitive load theory. Likewise, a module should cover more than a week of material to ensure that discussion sections have plenty (ideally 2 or more weeks) of time for students to develop a post and then foster meaningful discussions.

Once you determine the 4-7 modules for your course, the module will be most effective if it fits a uniform practice. Each module will cover a particular topic or aspect of study within the overall scope of the course and is titled accordingly. Ideally, threaded activities tie the modules together and give cohesion to the course. In general, the structure of a module contains:

• An overview or “At a Glance” section that offers insight to learning objectives and offers a module roadmap for the student.
• Content Guides: offer a section where key content can be accessed.  It should do more than refer to textbook readings.  Instead, think of them as offering a space for:

• Short lectures on content necessary for meeting the modules objectives written by the faculty developer or instructor (around one page).
• Links to key readings or source material
• OER content that will prepare students for the learning activities
• Learning activities that make the student meet the modules learning objectives. These activities should be engaging and are not necessarily graded.  Some activities may include: virtual fieldtrips, simulations, group learning activity or role-play exercises.
• Assessments, while not necessary for each module, should be constructed to demonstrate that the student can complete the modules learning outcomes. These could be non-graded, such as self-tests, or graded exercises that could include: written assignments, case studies, pro/con debate, group projects, discussion forum with an open-ended question or set of questions.
• Online Resources that can be from the library, or elsewhere, that augment the student learning.  This section should not be overwhelming, but designed to assist the student without distracting them. This section may be optional, and can be deleted if there the resources do not assist students.

If you follow these rules and break down the course into a set of 4-7 functional units, i.e., modules, that have informative titles, the course will be reinforcing an understanding of the course content though the students’ passive perception and time spent in the course.  Further, by adopting a uniform and proven module format, the students will spend less cognitive time on navigating the course and more time on learning.  This will contribute to their success.