May 042014

A few months ago I wrote a series of posts about revising my Tinderbox course planning file. (The sidebar links to a good starting place.) When that series ended, I’d settled on a new strategy for writing materials and using links to navigate, but my course maps were either auto-generated or simply rough groupings of linked materials.

Neither was very useful, but I was hopeful that as I worked, a sense of how to organize the material would emerge and that the software would be flexible enough to handle the changes. And it turns out that an organization did emerge and that Tinderbox never broke a sweat as I whipped things into shape.

So this is my revised course map:

Revised Map

The changes are extensive and represent a huge departure from the maps I was using last year. But I couldn’t be more happy with the results. So in the next few paragraphs I’d like to explain how to read what you see. In a subsequent post, I’ll explain the tools I used to actually build the map.

Navigation Buttons

The map breaks into two sections. On the left is a column of dark, wide notes with large text sitting upon a red container. The notes in this column function as buttons that drop me into my wiki-view.  I selected which notes to make buttons by looking for notes that emerged as a link hub in my rough early maps.

For example, the note “Required Texts” contains a basic description of every text I will assign or reference in the course along with a summary explanation of how each will be used. Text titles are always an in-text link to that book or film’s note. The text of that note contains links to other notes in turn. So by double-clicking “Required Texts,” I can navigate to information about any of my readings with only a click or two. The same holds for the other buttons.

“Daily Schedule” operates slightly differently, and so I set it off by colouring it black. This button opens a journal note. After every class, I write a very brief description of what we did. The journal serves as my record of what was accomplished and assigned rather than what was planned. Every reading, lecture, activity or assignment mentioned in the “Daily Schedule” is linked in-text to the relevant note. So by the end of term, this note will provide a textual version of my schedule map (which, naturally, is contained in the map view of the “Daily Schedule” note).

Finally, the red container at the bottom of the column contains notes for each of my individual students. These notes are never accessed through wiki view. So to access student notes I drop into this container and work in a separate map (or call up an outline view).

Unit Adornments

The second section of the map sits to the right of the column of buttons. It contains three adornments laid out in a row, one for each unit of the course. I use these adornments to plan the content of the course independent of the schedule of the classes. (This screen cap was taken as I was beginning the second unit, so the second and third units are not yet complete.)

Using prototypes, I have distinguished between four different types of materials.

  • Blue notes with round edges are primary texts that are either assigned or discussed directly. A blue border indicates a print text; a green border, a film text. The notes that have been darkened by changing their pattern to lines are texts held in reserve as alternates.
  • Yellow notes are graded work. A purple border indicates the assignment involves students creating and drafting pages on the course web site.
  • Grey circular notes are mini-lectures. A red border identifies history lectures that build upon each other independent of other course materials.
  • Green notes with pointed edges are in-class activities that involve a formal assignment sheet or complex instructions.

The map shows only one type of link. These links are visible on the map as arrows leading from one note to another and indicate that a reading, lecture or activity will be used directly in graded work and so must be completed before it is assigned. All other link types are invisible.

Finally, overlapping notes indicate when lectures use primary texts as examples or incorporate activities.

Oral Presentations

Managing oral presentations is always difficult. For this class, I laid out the presentation texts in order on an adornment below the units. I then created aliases of student notes and lined them up under the text they were speaking on. This simple set-up lets me to know who’s presenting on what at a glance and allows me to make adjustments when needed with little hassle or up-keep. This reduces my workload so much that this section of the map is just about my favourite.

A Info Rich Map

Finally, what may not be immediately obvious in all of this is that each of the notes visible on this map contains note texts accessible by double-clicking the map object.

Double-click on a lecture and you’ll find my speaking notes and, probably, a link to the keynote file I’ve prepared. Double-click on graded work and you’ll find the assignment sheet. If the assignment will be completed on the web, those instructions will be in mark-up, ready to be copy-pasted into the text field of the edit page on the course wiki. Most importantly, every single one of these notes will contain at least one in-text link, which means that from any point, I can navigate to all my other notes independent of my map or outline.

So I think my revised course map is incredibly useful, and I’m very happy with it. In the next few days I will post an explanation of the nuts-and-bolts of how I actually built it. That post’s not done yet but it’s shaping up to be a love letter to the Attributes and Inspector Panes. So stay tuned.

 May 4, 2014  Hypertext, Teaching Tagged with: ,

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