How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses
Dr. Roger Von Holzen Ms. Darla Runyon
Northwest Missouri State University
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Pew Foundation
Program in Course Redesign
– Started in 2000 – Sponsored 30 projects across a wide range of academic institutions – Program goal is the reduction of academic costs through the incorporation of instructional technology while improving the quality of course design and delivery
» Participating institutions must invest a significant amount of financial and human resources » Rely on both graduate student labor and the use of technology in order to reduce academic costs*
http://www.center.rpi.edu
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Pew ―readiness‖ Requirement
The major criteria for selection by Pew for inclusion in their project:
– the readiness of an institution ―to engage in large-scale redesign using technology‖
Institutions with only individual departments or pockets of readiness were not selected Preconditions also had to be in place with respect to course readiness for redesign*
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Eight Institutional Readiness Criteria:
1.
2. 3. 4. 5. 6. 7. 8.
Costs and academic productivity Technology to achieve academic goals Campus culture Mature IT organization Faculty technology integration Learner-centered education Assessment Partnerships
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Eight Course Readiness Criteria:
1.
2. 3. 4. 5. 6. 7. 8.
Impact on curriculum Capital-for-labor substitution Collective ownership & decision-making Existing/new materials Requisite skills Identify learning outcomes Learning theory Sustainability
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Selected Projects
Mathematics
– – – – – – – Iowa State University Northern Arizona University Rio Salado College Riverside Community College The University of Alabama University of Idaho Virginia Tech Carnegie Mellon University The Ohio State University Penn State University University of Illinois at Urbana-Champaign
Computer Programming
– Drexel University – University at Buffalo (SUNY)
Biology
– Fairfield University – University of Massachusetts Amherst
Chemistry
– University of Iowa – University of WisconsinMadison
Statistics
– – – –
Astronomy
– University of Colorado at Boulder
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Selected Projects
Psychology
– California State Polytechnic University, Pomona – University of Dayton – The University of New Mexico – University of Southern Maine
English Composition
– Brigham Young University – Tallahassee Community College
Spanish
– Portland State University – The University of Tennessee
Sociology
– Indiana University-Purdue University at Indianapolis (IUPUI)
Fine Arts
– Florida Gulf Coast University
American Government
– University of Central Florida
World Literature
– The University of Southern Mississippi
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Need for Assistance
Institutions who don’t meet the ―readiness‖ criteria
– Need assistance during time of major budgetary restraints
Project aim:
– To cultivate the opportunities within these smaller divisions of readiness*
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Building Upon Pew
Undertaking the challenge:
– to redesign our high demand courses – to go beyond the financial goals of the Pew Project
Worked with course teams:
– across a wide range of academic content areas – in large enrollment, multiple section courses – Goal: to improve teaching and learning through the use of educational technologies*
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Transformative Change
Involves innovative educational technologies and matching pedagogical practices Has the broad, sustainable objectives of:
– – – – improving teaching and learning improving student access to material increasing student engagement (active learning) creatively using institutional resources to meet growing enrollment pressure*
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Selection Process
Call for proposals was issued in early September Application Information:
Name Department E-mail & phone Collaborating faculty members Course which stands to benefit from the project Can you commit to the project for both semesters (Fall 03 and Winter 04)? » Describe the current situation with the course identified above and where you want to take this course—your goals* » » » » » »
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Selection Process
Projects selected in consultation with college deans and provost Department teams received a $2,500 incentive to participate
– Distribution of funds
» One half distributed at conclusion of workshops » One half distributed after development of course web site*
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Projects Selected
Arts and Sciences:
– The Enjoyment of Music – Theatre Appreciation – General Biology and Lab
Business:
– Management Information Systems – Management Process and Behavior*
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Project Implementation
Workshop website Four scheduled workshops
– – – –
Course redesign Course template development Assessment strategies Course management
Meet with individual teams*
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Course Redesign
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New Teaching Strategies
The goal of this strategy is to more effectively engage students in the learning process*
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Initial Steps
EXPECT STUDENTS TO READ THE COURSE TEXTBOOK!
– All too often instructors simply rehash textbook materials in the lecture notes
Instructor no longer deliverer of course content (done by the textbook)
– ―Lectures‖ should be used to:
» Summarize course content » Explain in greater depth important, difficult course content*
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Learning Outcomes
Determine critical course content
– Discern what the students should know or accomplish based on the critical content
» What must the student know in order to function in authentic situations?
– Decide what evidence is acceptable as proof of knowledge or accomplishment of the learning outcome
» Selected student performance must furnish the method of assessment of critical content
– Communicate outcomes*
Modular Learning Objective
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Course and Instructional Design Techniques
Appropriate incorporation of instructional technology techniques Learning outcomes provide the framework for the instructional plan of the course which includes
– an assessment plan based on learning outcomes – course activities and assignments based upon learning outcomes
Divide course into modules of content and authentic learning activities Incorporate authentic activities meeting a variety of learning modalities*
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Course and Instructional Design Techniques
Incorporation of courseware instructional technology tools
– Does the instructional technology tool or feature enhance the learning of content?
» » » » » » » » e-mail: professional use announcements threaded discussions digital notebooks file sharing feature chat and whiteboard feature audio and video integration external resources*
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Course and Instructional Design Techniques
Incorporation of instructional technology techniques
– student interaction/collaboration/communication
» student-to-student » student-to-instructor » feedback for course and instructor evaluation
– incorporation of threaded discussion
Incorporation of design and visual environment*
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Course Redesign Examples
Discussion of outcomes and objectives Moving the lecture component online
– PowerPoint – Tegrity
Active learning techniques (instructional concepts) Formalization of blended learning format*
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Course Template Development and Learning Hubs
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Course Templates
Development of an orientation unit Common syllabus Development of a common curriculum Discussion of the courseware package to create new learning spaces within a blended course environment*
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Learning Hubs
This type of course site is centered around one faculty member Learning hub for
– – – – online campus-based graduate undergraduate students
Design provides a unique way by which an instructor can easily manage students and courses*
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Learning Hubs
Addresses the increasing interest and enthusiasm for collaborative learning communities
– Content can be delivered to the various students via the use of a group management feature – Allows all students to learn together in a collaborative environment – Students can be divided into groups based upon their enrollment status for the course*
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Assessment Strategies
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The New Role of Assessment
Assessment techniques should be based on desired learning outcomes Assessment results should be used by students to evaluate progress through course materials Provides the instructor with:
– evidence of effectiveness of course materials – indications of content areas that need further enhancement and/or development*
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Assessment Strategy
Continuous process (formative) Should guide the student to mastery of the learning outcomes Becomes foundation for developing the instructional design of the online course*
Tegrity Quiz
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Assessment Strategy
Punctuate course with short assessment opportunities
– Provide student with performance feedback on learning concepts and activities – Provide a diverse array of assessment methods to reflect student understanding of the learning outcomes – Provide opportunities for relearning and reassessment*
Medical Terminology
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Online Assessment
Provides an organized and systematic approach to assessment
– Digital exam building features
» Variety of traditional testing methods are available
• • • • • • • Multiple Choice True and False Fill-in-the-Blank Multiple Answer Ordering Matching Short Answer/Essay
» Options to pool questions and control the delivery of the material*
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Online Assessment
Traditional methods should only be a small component of the overall assessment strategy Online delivery provides an environment conducive to incorporating
– a diverse array of assessment techniques – strategies that may be employed across a variety of course subject areas Flexibility of delivery allows for a more studentcentered approach to assessment and feedback*
Music Art
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Course Management
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Pre-Course Development
Extensive and thorough syllabus
– – – – list required text and ordering information supporting course information scoring guides including grading review dates course schedule of deadlines (student and faculty) – online communication etiquette – online expectations and policies*
Online Policies 34
Pre-Course Development
Course orientation
– sample course that provides demonstration of courseware
Library component
– research information – tutorials – access to online library services*
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Course Management Techniques
Build in course management techniques
– – – – – e-mail management/filtering FAQ section instructor availability schedule utility documents student feedback opportunities
Personalize course to develop community
– course welcome – post autobiography in threaded discussion – open chat and/or threaded discussion areas*
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Course Management Techniques
Incorporation of instructional technology techniques
– integration of announcements feature – virtually grading assignments – e-mail etiquette and feedback guidelines
» reply within a published time period feedback opportunities for progress in content and learning*
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Course Support
Information about helpdesk
– provide e-mail address and phone number for helpdesk – provide access to online helpdesk information*
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http://cite.nwmissouri.edu:2000/presentations/
Dr. Roger Von Holzen rvh@mail.nwmissouri.edu Ms. Darla Runyon drunyon@mail.nwmissouri.edu
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