1 Deciding what blend is best: choosing component delivery modes during COVID-19
1 Deciding what blend is best: choosing component delivery modes during COVID-19
The Course Delivery Decision Model Revised (CDDM-R)
Angela Harrison
The Course Delivery Decision Model Revised (CDDM-R)
Overview of the Model
Levels I-III are iterative, as indicated by the cycle arrows in the diagram.
- At level I, each course level learning outcome initiates a complete list of all planned content, activities, and assessments to support that objective.
- At level II, you will consider the most appropriate communication method for each planned content, activity, and assessments per learning outcome, whether synchronous or asynchronous.
- At Level III, you will determine the delivery format for each of the planned content, activities, and assessments, whether in-person or online.
- At level IV, you will consider the outcomes of each level III decision to reach a final course level delivery format as in-person, blended, or online.
- At level V, you will translate the final decision to the criteria for scheduling a course in Mosaic as “In Person,” “Virtual Classroom,” or “Online Classroom.”
The CDDM-R Workbook
The Course Delivery Decision Model-Revised (CDDM-R) workbook accompanies the model as a structured tool to support the course decision process. Use the workbook to document your decisions at each level.
There are two versions of the workbook tool.
- CCDM-R Workbook-table version
- CCDM-R Workbook-interactive document version
1. CCDM-R Workbook-table version
To use the table version, Course-Delivery-Decision-Model-Revised-CDDM-R-Workbook. Work in a linear fashion from left to right and top to bottom through Levels I-III for each learning outcome. Add rows for each individual content, activity, and assessment item, as necessary. Plan for flexible participation in the optional column group. Skip or remove unused learning outcomes. Finalize the delivery and scheduling outcomes at levels IV-V.
Example Use Case of the CDDM-R Workbook
In the interactive version, each page prompts your responses to levels I-IV for each learning outcome. Complete as many pages as you have learning outcomes by entering text in the boxes. Use as many rows as necessary to include all planned content, activities, and assessments. Finalize the delivery and scheduling outcomes at levels IV-V. When complete, click to print a report.
Exercise Using CDDM-R Workbook
Level I: Learning Objectives
Start by articulating exactly what you want students to do, know, or feel by the end of the course. Then work backwards to select the content and activities that will support them with assessments that are a direct measure of their achievement.
This approach is known as backward design with constructive alignment. It is an important place to start before entering the model because of some key assumptions inherent therein. The model assumes that learning outcomes are ordinant, heterogeneous, generative, and independent. Watch this video to further explore best practices for writing learning ou