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WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013.

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Presentation on theme: "WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013."— Presentation transcript:

1 WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013

2 Missouri Learning Commons Course Redesign Initiative Chris Weisbrook Project Coordinator, UM System Shanna Slavings MLC Scholar, Missouri Southern State University

3 August 2010: Governors Higher Education Summit o Focused on four areas, one of which wasincreased cooperation and collaboration across the state

4 October 2010: Statewide Conference on Academic Transformation and Collaboration Provosts committed to contracting with the National Center for Academic Transformation (NCAT) to engage in a statewide course redesign initiative Project name: Missouri Learning Commons Partially funded by Next Generation Learning Challenges Grant (EDUCAUSE/Gates & Hewlett Foundations)

5 Redesign 13 high-enrollment introductory courses o Improve learning outcomes o Reduce costs Share methodology of teaching courses and provide access to course materials to rest of institutions Website is public: MissouriLearningCommons.org

6 College Algebra (SEMO) Princ. of Biology (MU) Intro. to Psychology (MSU) Chemistry I (S&T) Information Systems (UMSL) Spanish I (SEMO) Oral Communication (MSSU) Princ. of Management (NMSU) Intro. to Business (MWSU) Dev. Algebra (HSSU) College Algebra (UMKC) Intermediate Algebra (UCM) Health & Fitness (Truman) Basic English (Lincoln) Human Anatomy (UCM)

7 Process of remaking a course to improve learning outcomes and to lower costs by taking advantage of technology Rethinking the way we deliver instruction using new technology

8 1.Redesign the whole course 2.Encourage active learning 3.Provide students with individualized assistance 4.Build in ongoing assessment and prompt (automated) feedback 5.Ensure sufficient time on task and monitor student progress

9 The whole course--rather than a single class or section--is the target of redesign. All faculty can incorporate feedback from the teaching and learning process to improve the course.

10 Lectures are replaced with an array of interactive materials and activities. Technology-based resources help students engage with course content. Active learning environments are created within lecture hall settings.

11 Models replace or supplement lectures with activities in labs staffed by faculty, teaching assistants and/or peer tutors. Help also may be available online. An expanded support system helps students feel that they are a part of a learning community, which is critical to persistence, learning, and satisfaction.

12 Increased feedback leads to increased learning. Models uses computer-based automated assessment strategies – provides more frequent feedback. Students receive specific information on their performance, leading to more efficient time on task and better learning. Faculty can monitor student performance and can take timely corrective action.

13 Redesigns add greater flexibility in the course, but courses are NOT self-paced. Students need structure – especially freshmen! Courses include a concrete learning plan that require students to master specific learning objectives according to a schedule.

14 1. The Supplemental Model 2. *The Replacement Model 3. *The Emporium Model 4. Fully Online Model 5. *The Buffet Model 6. The Linked Workshop Model

15 The Supplemental Model retains the basic structure of the traditional course and o supplements lectures and textbooks with technology-based, out-of-class activities o may also change what goes on in the class by creating an active learning environment within a large lecture hall setting.

16 The Replacement Model o replaces some in-class time with out-of-class, online, interactive learning activities (reduces the number of in-class meetings) and o may make significant changes in remaining in- class meetings. o Also called blended or hybrid

17 The Emporium Model replaces lectures with a learning resource center model featuring o interactive computer software o on-demand personalized assistance

18 The Fully Online Model eliminates all in- class meetings and moves all learning experiences online, using o Web-based, multi-media resources o commercial software o automatically evaluated assessments o alternative staffing models

19 The Buffet Model customizes the learning environment for each student based on o background o learning preference, and o academic/professional goals Offers students an assortment of individualized paths to reach the same learning outcomes.

20 Provides developmental instruction by linking workshops that offer students supplemental academic support for core college-level courses.

21 Shanna Slavings Assistant Professor, Communication Department Missouri Southern State University

22 The basic fundamentals of public speaking remain the same = language Carrier pigeons

23 Problems with the original course o Course drift o Staffing Solutions provided by redesign o Standardized course objectives and assessments o Dramatic decrease in the need for adjunct instructors

24 Replacement Model o Reduces the number of in-class meetings o Replaces in-class time with online, interactive learning activities o Your SpeechClass Corley Auditorium o Monday section & a separate Tuesday section CALL o Communication Assessment and Learning Labs o Supervised with Learning Assistants o Gives all students online access

25 Syllabus Assignments Rubrics Class size Student accountability Flexible schedule for students Learning styles

26 Your Speech Class o Bedford/St. Martins o Speech outliner o Rubric functionality Bedford Speech Outliner

27 SpeechClass Rubric Functionality

28 Bedford Tech Support Learning Assistants Progress Reports

29

30 SpeechClass Video Quizzes

31 Bedford Speech Annotator

32 The class reports functionality lets us run quick and easy reports to monitor student: Progress Participation Identifies students who: Are at risk in the course Have high speech anxiety Procrastinate

33 Fall 2011 Adjuncts o 19 sections total = $34, $ per section Of the 19: two online, one honors, one education Fall 2012 Adjuncts o 4 sections total = $7, $ per section Of the 4: two online, one honors, one education Difference = $27,

34

35 A Brief History of Communication (1:49)

36 MSSU Shanna Slavings o Primary Contact o o Kelly Larson o Department Chair o Bedford Laura Davidson o Marc Barrington o


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