Deciding a mode of delivery for your course is a pedagogical decision that involves considering whether your course content, activities, and assessments are best suited for delivery asynchronously/synchronously and online/in-person.
In this workshop, you will use the Course Delivery Decision Model Revised (CDDM-R) to plan the various components of your course, such as communication and participation modalities to help navigate the choices involved with teaching in a blended learning context.
By the end of this workshop, you should be able to:
The Course Delivery Decision Model (CDDM; Brinthaupt, Clayton, Draude, & Calahan, 2014) was developed to assist course designers and instructors to decide upon a mode of delivery for their course. The revised model, CDDM-R, has been expanded to support McMaster University’s course designers and instructors to determine the right mix for their blended learning courses.
The Course Delivery Decision Model Revised (CDDM-R) prompts you to consider in greater detail the kinds of activities that are best suited for delivery asynchronously/synchronously and online/in-person. To that end, the model is expanded to include five decision levels. Review the model and video below to get a better understanding of the five levels of the CDDM-R.
The Course Delivery Decision Model-Revised (CDDM-R) workbook accompanies the model as a structured tool to support the storyboarding process. Use the workbook to document your decisions at each level.
There are two versions of the workbook tool:
Review the differences between the workbooks in the video below and the instructions that follow.
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.
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.
Interactive CDDM-R workbook
This level includes instruction on the following:
In the context of instructional design, a storyboard is a process for mapping the resources, methods, and sequence of how your course will unfold. Storyboarding with the course delivery decision model begins with learning outcomes.
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 reflect, enhance, model and support them and assessments that are a direct measure of their achievement.
You may use this formula to ensure you include all of the important elements of a learning objective:
[time frame] + [action verb] + [condition] + [context]
Evaluate each of your learning outcomes against these four criteria before moving ahead in the course delivery decision model. Learning outcomes that do not meet these criteria are a liability to later stages of planning.
Four fundamental properties of learning outcomes:
Review the following video for more information on how to use learning outcomes and storyboarding.
For each learning outcome, list the planned content, activities, and assessment components that will support students as they work towards meeting the objectives. You can refer to the list of common course components for absorbing, applying, and connecting information and ideas in most disciplines. These components are commonly used as opportunities for student learning. Try the activity below to understand this process. Drag and drop the items to indicate the type of learning that is supported by each component. Use the Check button below the activity to review your answer.
The way that information is communicated will influence how that information is perceived, stored, and accessed. Your goal in level 2 is to select methods of communication that will support the effective delivery of your planned content, activities, and assessments.
When choosing between modes of communication, identify the main purpose and decide how that information is best conveyed. Content-related communication focuses on asking and answering content-related questions, gathering and sharing information, or expressing an idea or thought. Hrastinski, S. (2008) explains that asynchronous methods are effective at communicating content that is complex and the student would benefit from time to review materials at their own pace, to reflect, or to apply their learning.
On the other hand, consider using synchronous methods for planning-related communication that focuses on scheduling and allocating tasks, coordinating joint efforts, reviewing drafts, negotiating and resolving conflicts. Socially-related communication is also best-served by synchronous methods that provide opportunities to express companionship, provide emotional support, or advise, or to talk about things other than class work.
Review the following video for more information on modes of communication.
This Synchronous or Asynchronous sorting activity is an opportunity for you to consider the role of communication in your course by considering how common course components are best conveyed. Consider the communication options for each content, activity, and assessment in your course storyboard. Identify ways in which you can mitigate risk for students by fully exploring the potential for a component to be identified as with synchronous or asynchronous, planning more than one access point to course components when possible.
Drag and drop the items to indicate the communication method that best suites each component. Use the Check button below the activity to review your answer.
At level 3 you will independently determine the delivery mode (in-person or online) for each of the planned content, activities, and assessments.
Generally, any component that you’ve identified for asynchronous communication will be selected for online delivery. Components that are identified for synchronous communication can be selected for in-person or online virtual. Your analysis could be a mixed design of online asynchronous, synchronous virtual, or synchronous in-person components.
The model addresses the possibility for delivery mode variations by giving the option to select any preference when one of the model’s components is not required or any of the delivery methods is appropriate.
Review the following video for more information on choosing between modes of delivery.
There are many online tools that can be used to facilitate common learning tasks. The E-Learning Tools for Common Tasks Outcomes activity is an opportunity for you to explore how different course components can be delivered online. This list of e-learning tools are organized by task. Use the dropdown lists to explore eLearning tools that are designed to achieve the task outcomes. This list is not exhaustive but the tools featured are either institutionally supported or supported by our campus partners. There are a few examples of tools that are not formally supported but have been locally adopted by our teaching & learning community.
You do not need to be uniform in your synchronous delivery method. Consider these holistic factors that relate to the quantity or quality of the support needed for teaching and learning in different modalities along with the intended learning outcomes and characteristics of the related course components.
Pedagogical Considerations (Beatty, 2019)
Review the following video for more information on holistic factors related to different delivery modes.
The level IV decision considers the outcome of each level III decision to reach a final delivery model (in-person/blended/online). Take into consideration those components identified as in-person, online, or any preference (when one of the model’s components is not required or any of the delivery methods is appropriate) at Level III to select the appropriate model based on its unique features for meeting your course delivery needs.
Review the following video for more information on delivery models.
These blended learning models are commonly used in course design as opportunities for student learning. This activity is an opportunity for you to review the key features of the delivery models that were introduced in this workshop. Select the correct statement that describes each delivery model to build a summary.
Congratulations! You’ve finished reviewing all of the workshop content and activities.
By the end of this workshop, you should know:
Now is a good time to use the CDDM-R workbook to plan the right mix for your blended learning course.
Congratulations on completing a module in the MacPherson Institute Learning Catalogue!
We hope you found the experience meaningful and relevant to your teaching and learning practice. As part of our ongoing effort to improve and grow the Learning Catalogue, we invite you to take just a few minutes to complete a short reflection form.
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