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COTA Conference 2013. WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013. Missouri Learning Commons Course Redesign Initiative Chris Weisbrook Project Coordinator, UM System Shanna Slavings MLC Scholar, Missouri Southern State University.

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Cota conference 2013
COTA Conference 2013


Statewide Course Redesign Initiative

Weisbrook and Slavings | February 1, 2013

Missouri Learning Commons

Course Redesign Initiative

  • Chris Weisbrook

    Project Coordinator, UM System

  • Shanna Slavings

    MLC Scholar, Missouri Southern State University

A bit of history
A Bit of History

  • August 2010: Governor’s Higher Education Summit

    • Focused on four areas, one of which was “increased cooperation and collaboration” across the state

A bit of history1
A Bit of History

  • 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)

Objectives of project
Objectives of Project

  • Redesign 13 high-enrollment introductory courses

    • Improve learning outcomes

    • Reduce costs

  • Share methodology of teaching courses and provide access to course materials to rest of institutions

  • Website is public:

Missouri course redesign initiative courses
Missouri Course Redesign Initiative: Courses

  • 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)

What is course redesign
What is Course Redesign?

  • 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

  • Five principles of redesign ncat model
    Five Principles of Redesign (NCAT Model)

    • Redesign the whole course

    • Encourage active learning

    • Provide students with individualized assistance

    • Build in ongoing assessment and prompt (automated) feedback

    • Ensure sufficient time on task and monitor student progress

    1 redesign the whole course
    1. Redesign the whole course

    • The whole course--rather than a single class or section--is the targetof redesign.

    • All faculty can incorporate feedback from the teaching and learning process to improve the course.

    2 encourage active learning
    2. Encourage active learning

    • Lectures are replacedwith 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.

    3 provide students with individualized assistance
    3. Provide students with individualized assistance

    • 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.

  • 4 build in ongoing assessment prompt automated feedback
    4. Build in ongoing assessment & prompt (automated) feedback

    • 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.

    5 ensure sufficient time on task monitor student progress
    5. Ensure sufficient time on task & monitor student progress

    • Redesigns add greater flexibility in the course, but courses are NOT self-paced.

    • Students need structure– especially freshmen!

      • Courses include a concrete learning planthat require students to master specific learning objectives according to a schedule.

    Models of redesign
    Models of redesign

    • The Supplemental Model

    • *The Replacement Model

    • *The Emporium Model

    • Fully Online Model

    • *The Buffet Model

    • The Linked Workshop Model

    The replacement model
    The Replacement Model

    • The Replacement Model

      • replaces some in-class time with out-of-class, online, interactive learning activities (reduces the number of in-class meetings) and

      • may make significant changes in remaining in-class meetings.

      • Also called “blended” or “hybrid”

    The emporium model
    The Emporium Model

    • The Emporium Model replaces lectures with a learning resource center model featuring

      • interactive computer software

      • on-demand personalized assistance

    The buffet model
    The Buffet Model

    • The Buffet Model customizes the learning environment for each student based on

      • background

      • learning preference, and

      • academic/professional goals

    • Offers students an assortment of individualized paths to reach the same learning outcomes.

    Oral communication replacement model
    Oral Communication – Replacement Model

    Shanna Slavings

    Assistant Professor, Communication Department

    Missouri Southern State University

    Evolution of teaching learning
    Evolution of Teaching & Learning

    • The basic fundamentals of public speaking remain the same = language

      Carrier pigeons

    Why redesign
    Why Redesign?

    • Problems with the original course

      • Course drift

      • Staffing

    • Solutions provided by redesign

      • Standardized course objectives and assessments

      • Dramatic decrease in the need for adjunct instructors

    Redesign model
    Redesign Model

    • Replacement Model

      • Reduces the number of in-class meetings

      • Replaces in-class time with online, interactive learning activities

      • Your SpeechClass

    • Corley Auditorium

      • Monday section & a separate Tuesday section

    • CALL

      • Communication Assessment and Learning Labs

      • Supervised with Learning Assistants

      • Gives all students online access

    Redesign the whole course
    Redesign the Whole Course

    • Syllabus

    • Assignments

    • Rubrics

    • Class size

    • Student accountability

    • Flexible schedule for students

    • Learning styles

    Encourage active l earning
    Encourage Active Learning

    Bedford Speech Outliner

    • Your Speech Class

      • Bedford/St. Martin’s

      • Speech outliner

      • Rubric functionality

    Encourage active learning
    Encourage Active Learning

    SpeechClass Rubric Functionality

    Provide students with individualized a ssistance
    Provide Students with Individualized Assistance

    Bedford Tech Support

    Progress Reports

    Learning Assistants

    Build in ongoing assessment and prompt feedback
    Build in Ongoing Assessment and Prompt Feedback

    • Students:

      • Course reports through SpeechClass

    • Course:

      • iDEA forms

      • Progress on relevant objectives

        • Raw = 3.5 & Adj. = 4.0

      • Learning to apply course material (to improve thinking, problem solving, and decisions)

        • 57% reported substantial or exceptional progress

      • Developing skill in expressing myself orally or in writing

        • 63% reported substantial or exceptional progress

    Ensure sufficient time on task and monitor student progress
    Ensure Sufficient Time on Task and Monitor Student Progress

    • 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

    Cost comparison
    Cost Comparison

    • Fall 2011 Adjuncts

      • 19 sections total = $34,200.00

        • $1800.00 per section

        • Of the 19: two online, one honors, one education

    • Fall 2012 Adjuncts

      • 4 sections total = $7,200.00

        • $1800.00 per section

        • Of the 4: two online, one honors, one education

    • Difference = $27,000.00

    Evolution of teaching learning1
    Evolution of Teaching & Learning

    A Brief History of Communication (1:49)

    Contact information
    Contact Information



    Laura Davidson

    [email protected]

    Marc Barrington

    [email protected]