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M = ∑ T + @ JD Math is something positive at JDCC JDCC Quality Enhancement Plan Improving Student Performance in High Risk Math Courses with COURSE REDESIGN

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Why Redesign? Inconsistency is student preparation High withdrawal rates High failure rates Very high course repeats percentages Inconsistency in instruction Difficulty obtaining qualified adjuncts Difficulty in subsequent courses

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What is Redesign? The National Center for Academic Transformation (NCAT) defines Course Redesign as the process of redesigning a whole courses (rather than individuals classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology. It is rethinking the traditionally lecture-based delivery of instruction and using forward-thinking research based methodology incorporating technology.

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Benefits of Course Redesign Improve student learning Increase the opportunity to work directly with students Ability to try varied approaches to meet the need of different students Opportunity for continuous improvement of materials and approaches Technology does the tracking and monitoring Reduce costs

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Five Course Redesign Models SSupplemental Model RReplacement Model EEmporium Model FFully online Model BBuffet Model

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Supplemental Model Retains the basic structure of the traditional course, particularly the number of class meetings. Supplements lectures and textbooks with technology, out-of-class activities. Change the structure within the class by creating an active learning environment and include technology.

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Examples of Supplemental Model (21) Arizona State University- College Algebra http://www.thencat.org/States/AZ/Abstracts/ASU%20College%20Alge bra_Abstract.htm http://www.thencat.org/States/AZ/Abstracts/ASU%20College%20Alge bra_Abstract.htm DePaul University – College Algebra http://www.thencat.org/RedesignAlliance/C2R/R1/Abstracts/DPU_Abstr act.htm

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Replacement Model Reduces the number of in class meetings. Replace some in-class time with online, interactive learning activities for students. Additionally, changes what goes on in the remaining class meetings.

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Cosumnes River Community College – Intermediate Algebra http://www.thencat.org/RedesignAlliance/C2R/R1/Abstracts/CRC_Abstract.htm Presentation by Mary Martin of CRCC http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20 Slides/Martin_CRCNewCRMathCC.ppt Chattanooga State Community College – Basic Math, Elementary Algebra and Intermediate Algebra http://www.thencat.org/States/TN/Abstracts/CSTCC%20Algebra_Abstract.htm http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20 Slides/King_CSTCCNewCRMathCC.ppt Examples of Replacement Model (60)

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Emporium Model The Emporium model eliminates all class meetings and replaces them with a learning resource center featuring online materials and on- demand personalized assistance. Offers the open attendance model. A required attendance model depending on student motivation and experience levels.

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University of Alabama – Intermediate Algebra http://www.thencat.org/PCR/R2/UA/UA_Home.htm Presentation by Joe Benson of UA http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20Slides/Benson _UAShowcaseDevMath.ppt Jackson State Community College – Basic Math, Elementary Algebra and Intermediate Algebra http://www.thencat.org/States/TN/Abstracts/JSCC%20Algebra_Abstract.htm http://www.thencat.org/RedesignAlliance/2008%20Conference/Presentation%20 Slides/Bassett_JSCCShowcaseDevMath.ppt#258,4,GOALS Examples of Emporium Model (11)

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Fully Online Model The fully online model eliminates all class meetings and moves all learning experiences online, using Web-based, multi-media resources and commercial software.

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Examples of Online Model (10) Rio Salado College –Introductory Algebra http://www.thencat.org/PCR/R1/RSC/RSC_Home.htm http://www.thencat.org/PCR/R1/RSC/RSC_Overview.htm

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Buffet Model The buffet model customizes the learning environment for each based on background, learning preference, and academic/professional goals

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Examples of Buffet Model (3) Ohio State University – Introductory to Statistical Concepts http://www.thencat.org/PCR/R3/OSU/OSU_Home.htm

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How to get started with a Redesign Define the problem Understand that course redesign is a team effort Generate a Team Team includes administrators, faculty experts, technology experts, assessment assistance Obtain base line data Publicize the Redesign

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How to get started with a Redesign Obtain buy in from all levels Develop an assessment plan Develop your model Pilot the model Re-evaluate the model based on the assessment results

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Five Principles of Successful Course Redesign #1 Redesign the whole course Quality – Eliminate “course drift” greater course coherence and quality control Cost – Eliminate duplication and creates an opportunity for alternate staffing

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Five Principles of Successful Course Redesign #2 Encourage active learning Quality – Students become an more active participant in their own learning. “Learning is not a spectator sport.” Cost – Reduce faculty preparation and presentation time; reduce grading time (software, collaborative learning)

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Five Principles of Successful Course Redesign #3 Provide Students with Individualized Assistance Quality – Students get help when they need it and helps to keep them on task rather than give up: (software tutorials, math coach, tutors, instructors) Cost – Implement various “support systems” to apply the right amount of human intervention. (Math coach, peer tutors, instructors, etc.)

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Five Principles of Successful Course Redesign #4 Build an ongoing assessment and prompt (automated) feedback Quality – Enables practice, homework, quizzes, diagnostic feedback Cost – Prompt feedback is pedagogical techniques that leads to improved learning. Provides individual and group assessment. Allows the instructor to focus on concepts students don’t understand.

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Five Principles of Successful Course Redesign #5 Ensure sufficient time on task and monitor student progress Quality – Flexibility in the times and places of student engagement in the course. Aids in guiding and self pacing of students. Cost – Course management systems can reduce cost while increasing the level and frequency of oversight of student progress.

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Questions ?

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References Twigg, Carol A., Improving Learning and Reducing Costs: New Models for Online Learning. Educause, September/October 2003. p 29-38 The National Center for Academic Transformation website www.thencat.orgwww.thencat.org

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