STRATEGIES FOR TEACHING

How to Structure Self-Paced Learning Modules in Your Course

Learning modules are individual units of instruction hosted within the Learning Management System (LMS). This structure can be applied to in-person courses as well. Each module is carefully crafted around a particular theme or learning objective, ensuring a deliberate and well-organized sequence that leads students through the educational journey.

In addition to presenting information, the purpose of each module is to foster active engagement. This may include interactive discussions, collaborative projects, analytical exercises, or other participatory components. The objective is to cultivate a vibrant and engaging learning space that promotes self-directed learning, allowing students to immerse themselves in the content actively. A clear and consistent modular course structure in your LMS helps students know what to expect each week, which can reduce anxiety and help them focus on learning. It also ensures that each module is comprehensive and aligned with the course objectives, which is key to effective learning.

Please explore the interactive simulation below that illustrates the course’s modular flow and navigation. This representation aims to provide an intuitive understanding of the modular course structure in LMS. In the following sections below, we will further break down how this structure is achieved, offering insights and guidance on creating a seamless and engaging learning experience.

In the interactive example above, we organized course content using the two-tiered folder structure.

The top-level folders represent the main units, each encompassing a significant theme aligned with specific learning objectives.

Nested within these are second-tier folders (or sub-modules) for weekly topics, breaking down the broader themes into focused weekly subjects.

➕ The sub-modules contain the actual content, including lectures, readings, and assignments for the week.

This nested structure creates a coherent flow, guiding students from foundational concepts to complex analyses, mirroring the course’s scaffolding. By aligning the folder structure with the course’s modular flow, instructors create an intuitive and user-friendly environment that supports effective learning. Such an organization is informed by the definition of a credit hour, the workload, and the timeframe students need to manage their commitments effectively based on academic policies.

MODULES

Top-Level Units

Purpose: These folders represent the major units or themes of the course, providing a high-level overview of the subject matter.
Example: In an Environmental Science course, top-level folders might include
Unit 1. Introduction To Environmental Science
Unit 2: Human Impact On The Environment
Unit 3: Sustainable Development
Unit 4: Community Environmental Project.
Tip: Keep the number of top-level folders manageable to avoid overwhelming students. The top-level modular folders represent the main course navigation items.

Top-Level Units

Modules

Second-Tier Units
(Weekly Topics)

Sub-Modules

SUB-MODULES

Second-Tier Units
(Weekly Topics)

Purpose: Within each unit, create second-tier folders that represent weekly topics corresponding to the specific aspects of the unit’s theme.
Example: In an Environmental Science course, sub-folders for Unit 3: Sustainable Development could be
- Week 7: Principles of Sustainable Development
- Week 8: Evaluating Strategies for Sustainable Development
Tip: Align these topics with the weekly schedule, ensuring a logical progression and balanced workload.

Organizing the Second-Tier Sub-Modules

As we presented above, a well-structured modular approach helps students know what to expect each week reducing anxiety and enhancing focus. Learning modules serve as the building blocks of a course, whether hosted on a Learning Management System (LMS) or conducted in person. These modules are designed around specific themes or learning objectives and aim to engage students actively through study materials, discussions, projects, and exercises.

The sample course content is organized into a two-tiered folder structure

Top-level units for major themes in the course
Second-tier folders for weekly topics that contain the actual learning materials and assessments.

This hierarchical organization guides students from foundational knowledge to complex topics, creating an intuitive and effective learning environment, and is aligned with institutional policies pertaining to the definition of credit hour.

Next, we will focus on the principles of organizing weekly modules. We will explore two ways to organize learning materials and assessments inside the second-tier sub-modules having in mind the Universal Design for Learning (UDL) principles to make the content accessible and engaging for all students.

Intro - Instruction - Assessment Principle

WEEKLY MODULE ORGANIZING PRINCIPLE

The structure follows a simple, yet powerful, three-part structure: Introduction, Instruction, and Assessment.

Intro: The beginning of your module can contain the following
- Greetings from the Instructor. This is a brief introduction to the week’s module, providing an overview of what students will learn and setting the tone for the week. This personal touch can help students feel more connected to the instructor and the course. Either type it up or make a video/audio recording.
- Learning Objectives for the Module. Clearly defined learning objectives guide students’ learning and help them understand what they are expected to know or be able to do by the end of the module. These objectives should align with the overall course objectives and be measurable and achievable.
- Estimated Time Commitment. Providing an estimated time commitment for each module helps students manage their time effectively and sets realistic expectations for the amount of work required. As per the definition of a credit hour, a typical 3-credit course in a community college requires 5-7 hours of weekly student commitment. Share this information with your students and build your module accordingly.
Instruction: Upload the main instructional content of the module into your LMS. It could be a recorded lecture, a video demonstration, or any other form of instructional content that delivers the key information students need to meet the learning objectives. Also include accessible readings, videos, podcasts, or interactive activities that supplement the recorded lesson and provide multiple ways for students to engage with the material.
Assessment: Using your LMS assessment tools, include the quizzes, assignments, discussion posts, or other tasks that measure students’ understanding of the module’s content and align with the learning objectives.

5E Model

INSTRUCTIONAL MODEL FOR ORGANIZING WEEKLY MODULES

The 5E model is a widely recognized instructional model that organizes learning in five stages: Engage, Explore, Explain, Elaborate, and Evaluate. This model is particularly effective in promoting active learning and deep understanding.

Below are the steps on how to apply the 5E model to build self-paced learning modules in LMS. Feel free to modify it to meet your needs.

Engage. This is the first contact students have with the new module. The goal is to spark their interest and curiosity. This could be a thought-provoking question, a short video, an interesting fact, or a real-world problem that relates to the module’s topic. The engagement activity should be designed to stimulate students’ prior knowledge and get them thinking about the upcoming content. Most LMS platforms allow you to embed multimedia content directly into your course, making it easy to include engaging materials.
Explore. In this stage, students interact with the content, exploring new concepts and ideas. This could involve reading a text or watching a video lecture. The goal is to provide students with a rich set of instructional experiences that help them construct their understanding of the topic. You can embed videos, and upload or link readings and other learning materials into your LMS.
Explain. Now that students have explored the content, it is time for them to articulate their understanding. This could be a written reflection, a discussion post, a concept map, or any other activity that requires students to explain what they have learned in their own words. The instructor provides feedback, clarifies misconceptions, and guides students toward a deeper understanding.
Elaborate. In this stage, students extend their understanding by applying what they have learned to new situations. This could be a case study, a project, a problem-solving task, or any other activity that challenges students to apply their knowledge and skills in a new context. This stage deepens understanding and helps students see how the concepts they have learned can be used in different situations. They could write a reflection, create a concept map, or participate in a discussion. You can provide feedback directly through the LMS, helping to clarify misconceptions and guide students toward a deeper understanding.
Evaluate. The final stage is where students’ understanding is assessed. This could be a quiz, a test, a presentation, a report, or any other form of assessment that aligns with the learning objectives. The evaluation provides valuable feedback to both the students and the instructor about the student’s level of understanding and the effectiveness of the instruction.

Sample - Week 7: Principles of Sustainable Development

Intro

youtube player

Recorded greetings from the instructor introducing the module

Greetings from the Instructor. A brief written introduction to the week’s focus on ecosystem dynamics and biodiversity, highlighting the importance of these concepts in understanding ecological balance.

Learning Objectives for the Module. Identify different ecosystems, understand the role of biodiversity, and analyze human impacts on ecosystems.

Estimated Time Commitment. 7 hours for the week, including readings, field observations, and assignments.

Instruction

youtube player

A recorded lecture explaining the principles of ecosystem dynamics, biodiversity, and their interconnections.

Research papers

🖇️ Dhyani, S. (2023). Are Himalayan ecosystems facing hidden collapse? Assessing the drivers and impacts of change to aid conservation, restoration and conflict resolution challenges. Biodiversity and Conservation, 32.

🖇️ Schmeller, D. S., & Bridgewater, P. (2023). Transformative change – a complex, multifaceted challenge for humanity. Biodiversity and Conservation, 32

🖇️ Stephenson, P. J., & Stengel, C. (2020). An inventory of biodiversity data sources for conservation monitoring. PLoS ONE, 15(12).

Field Observation Guide

🖇️ Instructions for a self-guided field observation of a local ecosystem.

Videos

youtube player

Ted Talks: How animals and plants are evolving in cities by Menno Schilthuizen

youtube player

TED Talks: A bold plan to protect 30 percent of the Earth’s surface and ocean floor by Enric Sala

youtube player

TED Talks: Why Indigenous forest guardianship is crucial to climate action by Nonette Royo

Practice using free online simulations

Natural Selection – PhET Interactive Simulations
Natural Selection – Mutation – PhET Interactive Simulations
Food Web Fun – National Geographic Society
Virtual Ecosystem Scenario Viewer (VES-V) – NOAA Fisheries

Assessment

Quiz

Short multiple-choice quiz with multiple attempts to gauge immediate understanding of major topic biodiversity conservation.

Field Observation Journal

Students maintain a journal of their field observations, noting species diversity, ecological interactions, and human influences. They reflect on their findings and connect them to theoretical concepts.

Discussion Posts

Weekly online discussion forums where students share their observations from field studies, debate conservation strategies, and respond to peers’ posts.

Group Work

Students collaborate to analyze a specific ecosystem, assessing its biodiversity, identifying threats, and proposing conservation strategies. They submit the outline for the final project.

Presentation

Groups present their findings and proposals to the class, fostering peer review and feedback on the direction of their project.

Sample - Week 7: Principles of Sustainable Development

Intro

Greetings from the Instructor

A brief written introduction to the week’s focus on ecosystem dynamics and biodiversity, highlighting the importance of these concepts in understanding ecological balance.

Learning Objectives for the Module

Identify different ecosystems, understand the role of biodiversity, and analyze human impacts on ecosystems.

Estimated Time Commitment

7 hours for the week, including readings, field observations, and assignments.

Engage

youtube player

Introduction Video: A brief video posing a real-world problem related to ecosystem dynamics and biodiversity.

Discussion Board Prompt

Students share their initial thoughts on the problem and its importance in a discussion forum.

Explore

Research papers

🖇️ Schmeller, D. S., & Bridgewater, P. (2023). Transformative change – a complex, multifaceted challenge for humanity. Biodiversity and Conservation, 32

🖇️ Stephenson, P. J., & Stengel, C. (2020). An inventory of biodiversity data sources for conservation monitoring. PLoS ONE, 15(12).

Field Observation Guide

🖇️ Instructions for a self-guided field observation of a local ecosystem.

Videos

youtube player

Ted Talks: How animals and plants are evolving in cities by Menno Schilthuizen

youtube player

TED Talks: A bold plan to protect 30 percent of the Earth’s surface and ocean floor by Enric Sala

youtube player

TED Talks: Why Indigenous forest guardianship is crucial to climate action by Nonette Royo

Quiz

Short multiple-choice quiz with multiple attempts to gauge immediate understanding of major topic biodiversity conservation.

Explain

youtube player

A recorded lecture explaining the principles of ecosystem dynamics, biodiversity, and their interconnections.

Field Observation Journal

Elaborate

Practice using free online simulations

Natural Selection – PhET Interactive Simulations
Natural Selection – Mutation – PhET Interactive Simulations
Food Web Fun – National Geographic Society

Discussion Post

Students share their observations the simulations, debate conservation strategies, and respond to peers’ posts.

Evaluate

Group Work

Students collaborate to analyze a specific ecosystem, assessing its biodiversity, identifying threats, and proposing conservation strategies. They submit the outline for the final project.

Presentation

Groups present their findings and proposals to the class, fostering peer review and feedback on the direction of their project.

Intro-Instruction-Assessment & 5E: Comparative Analysis

Intro – Instruction – Assessment follows a linear and straightforward structure, dividing the module into three distinct sections. The scaffolding in this approach is more traditional, with a clear progression from introduction to instruction to evaluation. It provides a systematic and orderly flow, guiding students through the learning process in a sequential manner. While effective, this structure may be more rigid, focusing on a set sequence of learning activities. It may not allow for as much exploration or interactivity as 5E.

The 5E Model, on the other hand, follows a more dynamic and interactive structure. It divides the learning process into five stages: Engage, Explore, Explain, Elaborate, and Evaluate. Each stage serves a specific purpose and builds on the previous one, creating a more complex and layered learning experience. The scaffolding in the 5E Model is more nuanced, allowing for greater exploration and engagement. It encourages students to actively participate in their learning, fostering curiosity, creativity, and critical thinking. The stages are interconnected, allowing for a more fluid and flexible learning journey. The 5E Model offers more opportunities for interactivity and exploration. It encourages students to take an active role in their learning, engaging them in various activities and assessments that cater to different learning styles and preferences.

	Intro – Instruction – Assessment	5E Model
Structure	Linear & Straightforward 📈	Dynamic & Interactive 🌀
Scaffolding	Traditional Progression 🏢	Nuanced & Layered 🏞️
Flexibility	More Rigid 🗿	More Fluid & Flexible 💧
Engagement	Systematic & Orderly 📋	Encourages Exploration & Creativity 🎨

In our examples, both organizing principles utilize the same content, but the sample modules’ differences in scaffolding create distinct learning experiences. The Intro – Instruction – Assessment Organizing Principle offers a clear and systematic approach, suitable for learners who prefer content organized into fewer categories. The 5E Model, however, provides a more engaging and interactive experience, encouraging students to explore, articulate, and apply their understanding in various ways.

The choice between these two organizing principles depends on the desired learning outcomes, the nature of the content, and the needs and preferences of the students. Both models have their strengths, and the decision to use one over the other should be based on a thoughtful consideration of these factors. By understanding the unique characteristics of each model, educators can create effective and engaging learning modules that cater to the diverse needs of their students.

Leave a comment below telling us how you organize learning modules in your course.