1. Collaborative Course Building: Professors and Publisher Linda Scharp, McGraw-Hill Higher Education, Learning Solutions Diane M. Reddy, University of Wisconsin-Milwaukee Raymond Fleming, University of Wisconsin-Milwaukee

2. Creating an Online Psychology Course for UW-Milwaukee Partner: McGraw-Hill Learning Solutions Partner: McGraw-Hill Learning Solutions McGraw-Hill worked with us to tailor the course to meet our learning objectives. McGraw-Hill worked with us to tailor the course to meet our learning objectives.

3. Step-by-Step #1 Worked with a Learning Solutions manager to set up preview of the course. Worked with a Learning Solutions manager to set up preview of the course. McGraw-Hill courses are developed topically, so we could choose the topics we wanted to include. McGraw-Hill courses are developed topically, so we could choose the topics we wanted to include.

4. Step-by-Step #2 Our Ph.D. students were given access to the course in an online “viewer” and submitted written reviews of the course. Our Ph.D. students were given access to the course in an online “viewer” and submitted written reviews of the course.

5. Step-by-Step #3 McGraw-Hill Learning Solutions group collaborated with us to create a course that reflected our reviews. McGraw-Hill Learning Solutions group collaborated with us to create a course that reflected our reviews. McGraw-Hill Learning Solutions group McGraw-Hill Learning Solutions group ordered the course topics according to our desired sequence, ordered the course topics according to our desired sequence, created a new topic, and created a new topic, and added videoclips based upon the reviewer comments. added videoclips based upon the reviewer comments.

6. Step-by-Step #4 We selected an introduction to psychology textbook that most closely met our needs. We selected an introduction to psychology textbook that most closely met our needs.

7. Step-by-Step #5 MGH Learning Solutions beta-tested the course in our course management system. MGH Learning Solutions beta-tested the course in our course management system. We worked through the usual minor glitches, but SCORM compliance really helped keep those at a minimum. We worked through the usual minor glitches, but SCORM compliance really helped keep those at a minimum. MGH delivered the course to us ready to go. MGH delivered the course to us ready to go.

8. The 80/20 Rule MGH Learning Solutions had about 80% of the course we needed developed and ready to go. MGH Learning Solutions had about 80% of the course we needed developed and ready to go. Through the review process and collaboration, we made it “our” course by re-sequencing topics and selecting learning activities. Through the review process and collaboration, we made it “our” course by re-sequencing topics and selecting learning activities. In other words, we added our 20% to get a unique course that works for our students. In other words, we added our 20% to get a unique course that works for our students.

9. Collaboration Produced a Successful Online Course Saved course development time Saved course development time Increased student access Increased student access Increased student learning Increased student learning

10. Most Classes Scheduled During These Times Most Students Took Their Quizzes During These Times

11. Dear Professor Reddy, Finishing up my last quiz in your Introduction to Psychology online course a couple of weeks ago was very self-fulfilling. It is a great feeling of accomplishment. Although at first I was skeptical about how much knowledge I would actually obtain without the personal influence of an instructor I was very much surprised about the amount of material that I can recall and actually integrate into my everyday life. Your TA's were absolutely awesome in providing help and encouragement. Everyone has busy schedules these days including myself. While only a freshman at UWM, I am trying to pull off an almost full time job in order to pay for my schooling. I also live off campus. This opportunity allowed me to take the free time that I do have and put it to good use. This online course was absolutely wonderful and I would love to take another of the same type in my future endeavors here at UWM. Accomplishment Learning Access to Success Support Student Evaluations

12. Sample Characteristics (cumulative exam-takers) Online(n=34)Conventional(n=39) Men Men35.3%10.3% Chi-square = 6.6, p =.01 Women Women64.7%89.7% Freshmen Freshmen50%61.5% ns Sophomores Sophomores20.6%23.1% Juniors Juniors8.8%10.3% Seniors Seniors20.6%5.1%

13. OnlineConventional Mean ACT 22.421.7 ns Mean Cumulative GPA 2.783.14 t(66)=2.4, p=.016 Major – L & S 1211 ns Major – Other 1824 Major – Undecided 44 Caucasian88.2%89.7% ns African American 8.8%2.57% Hispanic0%5.14% Asian3.0%2.57% Sample Characteristics (cumulative exam-takers)

14. Cumulative Exam Performance by Course Type t(71) = 2.441, p =.017

15. What made this online course so successful? McGraw-Hill’s Learning Solutions dedicated team of instructional designers, editors, and technical specialists empowered me to create a more interactive, successful learning experience for my students.

16. What sets McGraw-Hill online courses apart?  Development Methodology  Modular Format  Design Considerations

17. Courses Follow “Critical Path” MHHE course objectives were designed to highlight key topics and to focus on the concepts students have difficulty understanding—the Critical Path Survey of Experts 20-30 Subject Matter Experts identified: 7 to 10 key topics anyone who takes the course should learn 7 to 10 concepts that give their students the most trouble

18. Bloom’s Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge MHHE online course objectives are correlated with Bloom’s Taxonomy and aim for 25% at levels 1,2 50% at levels 3,4 25% at levels 5,6

19. Modular Format All of MHHE courses are built in topical learning modules: Self-contained Self-contained Reconfigurable Reconfigurable Topics & subtopics for each week Topics & subtopics for each week

20. SCORM Compliance SCORM (Sharable Content Object Reference Model) Enables web-based learning systems to: Enables web-based learning systems to: –find, import, share, reuse, and export learning content in a standardized way Automates populating course information into course management systems. Automates populating course information into course management systems.

21. Section 508 of ADA Compliance Each screen contains “clickable” icons so students can: Adjust the size of the font Read the audio narration Adjust the volume Navigate to the next screen – from top & bottom of page to limit scrolling

22. Glossary Every course has an extensive glossary of key terms. Accessible via top navigation bar Accessible via top navigation bar Review terms alphabetically Review terms alphabetically –For the entire course –For any week Key terms are also accessible as rollovers. Key terms are also accessible as rollovers.

23. Case Studies & Learning Objects Interactive environment allows students to apply learning Interactive environment allows students to apply learning Students are motivated to learn by reviewing terms formatted in games. Students are motivated to learn by reviewing terms formatted in games.