Level 1: activity workflow
The activity workflow is the lowest, most granular level in CourseFlow, essentially functioning as a visual representation of a lesson plan. This level enables teachers to map out the sequence of activities (pre-class activities, lab time, etc.) within a single class. Each step in the lesson can be easily visualized, with collapsible boxes that can be edited to reflect the different components of a lesson.
The columns are customizable to fit your needs. For instance, Cathy uses this level to structure activities in her physiotherapy classes, organizing them into categories, such as:
- bell ringers
- chart reviews
- whiteboard discussions
- hands-on practice
- etc.
Screenshot of the activity workflow Inventing goniometry associated with one of Cathy’s physiotherapy courses
In the activity workflow example above, students explore goniometers in a gamified setting, discovering the need for standardized procedures to ensure accurate, consistent measurements. They practise using the numbering system, “finding zeros,” and identifying long lines and bony landmarks. The columns and boxes clearly represent each step of the class activity.
On each of the building blocks (boxes and sections) of any workflow, 4 options are available:
- add
- duplicate
- delete
- comment
At the activity level, Cathy uses the “comment” option to include notes to self. This enables her to create reminders for the future and, later, make any necessary adjustments. For example, she might note if a specific activity took too long, if it would be better suited as a pre-class assignment, or if additional materials could enhance the class experience. The comments option records the date and the name of the person adding the comment, and there is a section for replies from other collaborators.
A screenshot showing the option “comment” available on each building block of the workflow used to add a note to self
CourseFlow also allows for the linking of external documents, such as lab worksheets or PowerPoints, making it easy to reference materials stored on any cloud platform, such as SharePoint.
In technical programs like the Physiotherapy Technology program, teachers often teach a specific course to only 1 group per year, which means they don’t have the opportunity to revisit the course content with multiple groups. Cathy explained that with only one chance to deliver each activity, keeping track of all the details can be overwhelming. CourseFlow helps by enabling her to update her course plans in real time. This makes it easy for her to refer to her notes and adjust materials for the next iteration.
Level 2: course workflow
The course workflow provides a higher-level overview, ideal for teachers looking to visualize and organize entire courses. It basically works as a course plan. This level offers a structured way to map out all your lesson plans, assessments, and learning activities across a semester, making it easy to see the flow and progression of content.
For instance, Cathy created a course workflow for her Management: Cardiovascular & Respiratory Conditions course offered in the 4th semester of the Physiotherapy Technology program. She created a comprehensive course plan for 15 weeks, including columns in keeping with her teaching objectives:
- Preparation
- Theory/Lecture
- Cases
- Lab activities
- Collaborative activities
- Assessment
The visual layout, colour coding, and ability to customize and move elements around within the workflow make it easy for Cathy to adapt the course structure and collaborate with colleagues to refine the course pedagogy. For easy access, Cathy bookmarks the courses she is teaching during the semester.
Cathy highlighted 2 key views of the course workflow that she finds especially useful:
- Bird’s-eye view:
This view provides a high-level overview of the course, enabling Cathy to identify any issues at a glance. It helps her check that the course is structured as intended and ensures that students are not overloaded with prep work, presentations, and assignments.
- Category view:
This view breaks down course activities by type, such as prep activities, presentations and lab work. Cathy uses this to ensure that theoretical concepts introduced in presentations are reinforced in labs or other hands-on activities.
Cathy takes full advantage of CourseFlow’s cloud-based platform to share her course plan with students. By creating a public link from her course workflow, she gives her students continuous access to her course outline. It’s important to note that the students’ view is simplified, not including any private notes. This creates a clear and interactive course plan for students, helping them stay organized throughout the semester.
Another significant advantage of using the course-level workflow is the ease of passing the course along to another teacher. Cathy explained how CourseFlow enables her to create a granular guide that outlines not just the big picture of her course but also a detailed weekly breakdown of the course. This makes it simpler for another teacher, particularly someone newer to teaching, to pick up where she left off if taking over the course.
Finally, CourseFlow allows easy linking between levels. You can link individual boxes in your course workflow directly to specific activity workflows previously created, helping the transition from a global overview of the course to the granular activity level when needed.
Level 3: program workflow
The program workflow offers an overview map of the whole program and shows how courses within this program relate to and support each other.
Cathy Roy uses this level to visually represent the entire curriculum of the Physiotherapy Technology program across all 6 semesters, enabling teachers to see the connections between courses and how they build on each other. The program workflow is laid out with the 6 semesters from top to bottom and the categories of courses from left to right to indicate knowledge progression.
Like the other workflow levels, the program workflow is interactive. By clicking on any linked box, you can easily jump from the program level to the course level, making it easy to navigate between the program overview and specific course content.
Learning outcomes and competencies
One particularly useful feature of CourseFlow is its ability to link the learning outcomes of any activity to the program competencies. Cathy explained that at the course level, each box can be attached to specific learning outcomes. You can therefore see all the relevant learning outcomes that each activity addresses, but Cathy also uses this tool to track the progression of learning outcomes across the entire program.
Learning outcomes in the course workflow are identified on 2 levels:
- global learning outcomes (GLOs)
- specific learning outcomes (SLOs)
Then, at the program level, Physiotherapy Technology program competencies are identified and tagged to the learning outcomes of each activity.
Cathy uses the GLOs and SLOs to map out what students should achieve at each stage of the course. By tagging each activity with relevant learning outcomes, she can track how well it aligns with the program’s overall goals.
A screenshot of the 6 SLOs tagged for a specific activity in Cathy Roy’s course workflow for her Management: Cardiovascular & Respiratory Conditions course
In addition, by clicking on any global or specific learning outcome, she can see where it appears in the curriculum and how it’s assessed. This helps her monitor student progress and ensure that learning outcomes are consistently reinforced and evaluated throughout the program.
Using CourseFlow for program revision
Cathy has been using CourseFlow to guide the revision and implementation (Fall 2021) of the Physiotherapy Technology program. Working closely with CourseFlow developers and pedagogical counsellors, she served as a test pilot for the platform during the revision process. Cathy and her colleagues continuously provided feedback, helping shape the tool to meet the program’s needs.
Everything in one place
CourseFlow has transformed how Cathy’s team manages their program implementation by centralizing all documents and decisions in 1 cloud-based platform. What used to be a laborious process of juggling multiple platforms is now 1 centralized hub for managing data and documents.
Cathy mentioned that in the past, her team struggled to keep track of the program’s documents. They would make decisions about course content, such as removing or adjusting material in 1 course, and then later find that the same content had somehow resurfaced in a place where it no longer fit, leading to duplicated content or misalignment between courses. With CourseFlow, this was now no longer a problem.
Program alignment
One of the most significant contributions Cathy made to CourseFlow is in ensuring its ability to show alignment across courses and programs. In technical programs like Physiotherapy Technology, aligning content between courses is crucial, yet before using CourseFlow, Cathy and her colleagues faced challenges with this. For instance, the content sometimes felt out of place, or concepts were introduced too early in the semester.
The program workflow level now addresses this kind of problem with its alignment tools, showing the logical flow of knowledge across semesters and courses. This innovation helped Cathy’s team ensure that foundational content, like anatomy and physiology, was taught before students actually applied it in courses, creating a tight vertical alignment of skills and knowledge. For example, students first learn the range of motion of the shoulder in 1 course and then apply that knowledge in a practical course later.
Competency alignment
Another powerful feature of CourseFlow is its ability to show side-by-side alignment of learning outcomes across multiple courses. This feature enables instructors to compare how a single competency develops over several courses, ensuring vertical alignment throughout the program.
Cathy explained that in a holistic program like Physiotherapy Technology, competencies are often spread across multiple courses rather than fully developed in a single course. For example, a competency might start in a course with basic knowledge building and evolve in other courses over the next 3 semesters. The side-by-side view lets teachers see how each course contributes to the development of that specific competency.
Workflow comparison
The workflow comparison tool allows you to load and view 2 (or more) course workflows next to each other, similar to a “compare” feature on a shopping website. You can select up to 4 workflows to compare them at once. This means you can see how competencies are developed over the whole program (vertical alignment) or how they align within a single term (horizontal alignment). It’s especially valuable in programs where alignment is critical, such as technical programs, where certain concepts need to be taught in a specific sequence.
Conclusion
Thanks to ongoing collaboration between CourseFlow developers and educators like Cathy Roy, CourseFlow has become a powerful yet intuitive tool for program revision.
Since Cathy’s pilot test, many other programs have adopted CourseFlow to map their programs, including the Interior Design program at Dawson College, the Natural Sciences program at John Abbott College, and the Nursing program at Champlain College St. Lambert, to name a few.
Whether you’re tackling the development of a full program or simply planning a single course, CourseFlow adapts to your needs—no need to use all the features! Its visual representation and flexibility make it accessible for all levels of course design. Why not give it a try and see how it transforms your course planning? Feel free to leave comments below!
