Presentation on theme: "TRANSFORMING LEARNING ENVIRONMENTS THROUGH COURSE REDESIGN."— Presentation transcript:
TRANSFORMING LEARNING ENVIRONMENTS THROUGH COURSE REDESIGN
TODAYS DISCUSSION The National Center for Academic Transformation Overview of the Methodology and Findings of the Program in Course Redesign Proven Models for Successful Redesign How to get the most out of this conference…
Established in 1999 as a university Center at RPI funded by the Pew Charitable Trusts Became an independent non-profit organization in 2003 Mission: help colleges and universities learn how to use technology to improve student learning outcomes and reduce their instructional costs
BRIEF HISTORY OF COURSE REDESIGN The Roadmap to Redesign (R2R) 2003 – 2006 (20 institutions) Colleagues Committed to Redesign (C2R) 2006 - 2009 (60 institutions) Programs with Systems & States 2006 – present (~80 institutions) The Redesign Alliance 2006 – present (70+ institutions) Changing the Equation 2009 – 2012 (25+ institutions)
TRADITIONAL INSTRUCTION Seminars Lectures
WHATS WRONG WITH THE LECTURE? Treats all students as if they are the same Ineffective in engaging students Inadequate individual assistance Poor attendance and success rates Students fail to retain learning
WHATS WRONG WITH MULTIPLE SECTIONS? In theory: greater interaction In practice: large class size In practice: dominated by the same presentation techniques Lack of coordination Inconsistent outcomes
ASSUMPTIONS THAT GET IN THE WAY Improving quality means increasing cost Adding IT increases cost Using IT may even threaten quality
THE ONE PERCENT SOLUTION Maricopa Community College District 200,000 students 2,000 course titles 25 courses = 44% enrollment All CCs = 51% All four-year = 35%
PROGRAM IN COURSE REDESIGN To encourage colleges and universities to redesign their approaches to instruction using technology to achieve cost savings as well as quality enhancements. 30 projects 50,000+ students
WHAT DOES NCAT MEAN BY COURSE REDESIGN? Course redesign is the process of redesigning whole courses (rather than individual classes or sections) to achieve better learning outcomes at a lower cost by taking advantage of the capabilities of information technology. Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction in light of the possibilities that new technology offers.
WHY REDESIGN? Look for courses where redesign will have a high impact: High withdrawal/failure rates Students on waiting lists Students turned away – graduation bottleneck Over enrollment of courses leading to multiple majors Inconsistency of preparation Difficulty getting qualified adjuncts Difficulty in subsequent courses
QUANTITATIVE (13) Mathematics – Iowa State University – Northern Arizona University – Rio Salado College – Riverside CC – University of Alabama – University of Idaho – Virginia Tech Statistics – Carnegie Mellon University – Ohio State University – Penn State – U of Illinois-Urbana Champaign Computer Programming – Drexel University – University at Buffalo
SCIENCE (5) SOCIAL SCIENCE (6) Biology – Fairfield University – University of Massachusetts Chemistry – University of Iowa – U of Wisconsin- Madison Astronomy – U of Colorado- Boulder Psychology – Cal Poly Pomona – University of Dayton – University of New Mexico – U of Southern Maine Sociology – IUPUI American Government – U of Central Florida
HUMANITIES (6) English Composition – Brigham Young University – Tallahassee CC Spanish – Portland State University – University of Tennessee Fine Arts – Florida Gulf Coast University World Literature – University of Southern Mississippi
TEAM EFFORT IS KEY Each team included – Administrator – Faculty experts – Technology expertise – Assessment assistance
IT IS POSSIBLE TO INCREASE LEARNING WHILE REDUCING COST 25 of 30 PCR projects improved learning; the other 5 showed equal learning. 24 measured course completion rates; 18 showed improvement. All 30 reduced costs by 37% on average, with a range of 15% to 77%. Program in Course Redesign
WHAT HAPPENS TO THE SAVINGS? Stay in department for continuous course improvement and/or redesign of others Provide a greater range of offerings at upper division or graduate level Accommodate greater numbers of students with same resources Stay in department to reduce teaching load and provide more time for research Redesign similar courses Miscellaneous – Offer distance sections – Reduce rental expenditures – Improve training of part-time faculty
NCAT METHODOLOGY: Relevance and Utility Discipline: math & literature Age: traditional & working adults Institution: small & large Location: on-campus & at a distance Redesign: current & new courses Level: introductory & advanced
WHAT DO THE FACULTY SAY? Its the best experience Ive ever had in a classroom. The quality of my worklife has changed immeasurably for the better. Its a lot of work during the transition--but its worth it.
SIX REDESIGN MODELS Supplemental Add to the current structure and/or change the content Replacement Blend face-to-face with online activities Emporium Move all classes to a lab setting Fully Online Conduct all (most) learning activities online Buffet Mix and match according to student preferences Linked Workshop Replace developmental courses with just-in-time workshops
REDESIGN CHARACTERISTICS Redesign the whole coursenot just a single class Emphasize active learninggreater student engagement with the material and with one another Rely heavily on readily available interactive softwareused independently and in teams Mastery learningnot self-paced Increase on-demand, individualized assistance Automate only those course components that can benefit from automatione.g., homework, quizzes, exams Replace single mode instruction with differentiated personnel strategies Technology enables good pedagogy with large #s of students.
SUPPLEMENTAL MODEL Retains the basic structure, especially class meetings Supplements lectures and textbooks with technology-based, out-of-class activities to – encourage greater student engagement with course content – ensure that students are prepared when they come to class May also change what goes on in class by creating an active learning environment within a large lecture hall setting.
GENERAL BIOLOGY Fairfield University Inconsistent student academic preparation Inadequate student interaction with learning materials and complex topics Inadequate use of modern technology Inability of students to retain what they have learned (amnesia) Inability of students to apply biological principles to other disciplines (inertia) Memorization vs. Application of Scientific Concepts
ACADEMIC GOALS Enhance quality by individualizing instruction Focus on higher-level cognitive skills Create both team-based and independent investigations Use interactive learning environments in lectures and labs – to illustrate difficult concepts – to allow students to practice certain skills or test certain hypotheses – to work with other students to enhance the learning and discussion of complex topics
Traditional 7 sections (~35) 7 faculty 100% wet labs $131,610 $506 cost-per-student Redesign 2 sections (~140) 4 faculty 50% wet, 50% virtual $98,033 $350 cost-per-student Content mastery: significantly better performance Content retention: significantly better (88% vs. 79%) Course drops declined from 8% to 3% Next course enrollment increased from 75% to 85% Declared majors increased by 4%
REPLACEMENT MODEL Reduces the number of in-class meetings Replaces in-class time with online, interactive learning activities Determines what activities require face-to-face and what can be done online Provides 24/7 access to online learning resources Includes online self-assessment activities with immediate feedback
SPANISH University of Tennessee CHALLENGES Inconsistent student preparation Inability to accommodate all who would like to take this course – bottleneck to graduation Inability to accommodate different learning styles Limited number of qualified instructors Time in class devoted to grammar and vocabulary – not expressive speaking and writing
Traditional 57 sections (~27) Adjuncts + 6 TAs 100% in class $167,074 ($2931/section) $109 cost-per-student Redesign 38 sections (~54) Instructor-TA pairs 50% in class, 50% online $56,838 ($1496/section) $28 cost-per-student Oral skills: significantly better performance Language proficiency & language achievement: no significant difference A second Spanish project: final exam scores in speaking, reading and listening were higher
ENGLISH COMPOSITION Tallahassee Community College Primary goals – Increase writing skills – Improve student success (<60%) – Increase consistency (100 sections) Replace classroom time with lab time and online activities Integrate reading and writing, provide immediate feedback and support collaborative learning Success rates Increased to 68.4% Final essay scores increased (8.35 in redesign vs. 7.32 in traditional) Cost-per-student declined by 43%
ANATOMY & PHYSIOLOGY Central Ohio Technical College High DFW rates for traditional class (~35-40%) Moved all lectures and content online Meet 2 hours per week for lab Exam averages nearly identical DFW rates – Redesigned sections: 9% – Traditional section: 29% 32% Increase in Enrollment Significant cost reductions – Traditional = $184.30/student – Redesigned = $78.60/student
EMPORIUM MODEL Eliminates all lectures Replaces them with a learning-resource center (lab) model – interactive software – on-demand, personalized assistance Permits the use of multiple kinds of personnel Allows multiple courses to be offered at the same time and place Can be adapted for different kinds of institutions and disciplines
THE MATH EMPORIUM at Virginia Tech Traditional 38 sections (~40) 10 tenured faculty, 13 instructors, 15 GTAs 2 hours per week $91 cost-per-student Redesign 1 section (~1520) 1 instructor, grad & undergrad TAs + 2 tech support staff 24*7 in open lab $21 cost-per-student Replicated at U of Alabama, U of Idaho, LSU, Wayne State, U Missouri-St. Louis, Seton Hall, Cleveland State CC, Northeast State CC, Jackson State CC
THE EMPORIUM MODEL 77% Cost Reduction (V1) 30% Cost Reduction (V2)
FULLY ONLINE MODEL Eliminates all in-class meetings and moves all (or most) learning experiences online Adopts successful design elements of other models including – web-based, multi-media resources – commercial software – automatically evaluated assessments with guided feedback – links to additional resources and alternative staffing models
FULLY ONLINE MODEL Fine Arts, Literature, Math, Psychology Traditional Redesign one class Emphasize instructor-to- student interaction Instructor does all grading and provides all student feedback Single personnel strategy Redesign Redesign whole course Emphasize student-to- student interaction and teaming Automate grading and student feedback Differentiated personnel strategy
U. OF S. MISSISSIPPI World Literature Traditional 16 – 20 sections (~65) Taught by 8 faculty and 8 adjuncts Faculty do all grading $70 cost-per-student Redesign Single online section Team-taught by 4 faculty and 4 TAs 50% automated grading via WebCT; 50% TAs $31 cost-per-student Redesign triples course capacity.
COMPUTER LITERACY Arizona State University Traditional 2 lectures per week Paper-based assignments and multiple-choice exams Open lab hours staffed by TAs and graders 26% received C or better $50 cost-per-student Redesign 1 optional lecture per week All content online: assignments, quizzes and projects submitted via the Web Scheduled guidance in lab and online staffed by ULAs 65% received C or better in more difficult course $35 cost-per-student
BUFFET MODEL Assess each students knowledge/skill level and preferred learning style Provide an array of high-quality, interactive learning materials and activities Develop individualized study plans Built in continuous assessment to provide instantaneous feedback Offer appropriate, varied human interaction when needed
LINKED WORKSHOP MODEL Retains the basic structure of college-level course, especially class meetings Replace remedial/developmental course with just-in- time (JIT) workshops – designed to remove deficiencies – computer-based instruction, small-group activities and test reviews – individually assigned modules based on diagnostic assessments – facilitated by students who have previously excelled in core course who are trained and supervised by core faculty JIT workshop activities designed so students use concepts during next core course class session, which in turn motivates them to do workshop activities
DEVELOPMENTAL MATH Austin Peay State University Student Success Rates College CourseBeforeSLA Fund of Math32.4% 69.9% Elem Statistics22.4% 52.5%* * Higher than the success rate for students with 19-22 ACT subscores
A STREAMLINED REDESIGN METHODOLOGY A Menu of Redesign Options Five Models for Course Redesign Five Principles of Successful Course Redesign Cost Reduction Strategies Course Planning Tool Course Structure Form Five Models for Assessing Student Learning Five Critical Implementation Issues Planning Checklist
MANY DIFFERENT COURSES Mathematics – Developmental Math – Pre-calculus Math – College Algebra – Discrete Math – Introductory Algebra – Elementary Algebra – Beginning Algebra – Intermediate Algebra – Linear Algebra Statistics – Business Statistics – Introductory Statistics – Elementary Statistics – Economic Statistics Computing – Computer Programming – Information Technology Concepts – Computer Literacy – Information Literacy – Tools for the Information Age
SCIENCE – Anatomy and Physiology – Astronomy – Biology – Ethnobotany – Chemistry – Geology SOCIAL SCIENCE – American Government – Macro and Microeconomics – Psychology – Sociology – Urban Affairs
HUMANITIES British Literature Communication Studies Developmental Reading Developmental Writing English Composition European and US History Great Ideas in Western Music History of Western Civilization Public Speaking Spanish Technical Writing Visual & Performing Arts Women & Gender Studies World Literature PROFESSIONAL Accounting Education: The Curriculum Elementary Education Engineering Nursing Nutrition Organizational Behavior
FACULTY BENEFITS Increased opportunity to work directly with students who need help Reduced grading Technology does the tracking and monitoring More practice and interaction for students without faculty effort Ability to try different approaches to meet different student needs Opportunity for continuous improvement of materials and approaches
THE NCAT WEB SITE www.theNCAT.org Course redesign planning resources Project descriptions Monographs: Lessons Learned Project contacts
THE REDESIGN ALLIANCE Fourth Annual Conference How to get the most out of your conference experience...
THE REDESIGN ALLIANCE Members: a community of higher education institutions and others who are committed to and experienced with large-scale course redesign. Mission: to advance the concept of course redesign throughout higher education to increase student success and access while containing or reducing instructional costs.
SUNDAY Orientation Corporate Exhibits Opening Reception Corporate Hospitality Suites and Salons Birds of a Feather (during Lunches)
CORPORATE MEMBERS Blackboard Carnegie Learning Cengage Learning Hawkes Learning Systems McGraw-Hill Pearson Education SMARTHINKING
MONDAY MORNING Opening Keynote: Kay McClenney Disciplinary Showcases – Developmental Mathematics – College-Level Mathematics – Developmental English and Reading – Social Science – Science and Engineering – Other Disciplines
MONDAY AFTERNOON Roundtable Discussion Sessions – College-Level Math – Developmental Math – Humanities and Writing Intensive courses – Natural Sciences – Social Sciences – Administrators Sector Roundtable Discussions CTE Debriefing Poster Sessions Poolside Reception
TUESDAY MORNING Keynote Address: Leadership in Innovation – Dennis Pearl Hot Topics in Course Redesign – Benefits of Departmental Redesign – How to Get Started with Course Redesign – Engaging Students in New Ways of Learning – Developing a Valid Assessment Plan – Linked Courses: A New Strategy for Developmental Studies – Modularization: Fast Track to Student Success