1 / 30

How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses

Learn how to redesign high-demand courses without a grant, incorporating instructional technology to improve course design and delivery while reducing academic costs. Explore the selection process, course template development, and the use of learning hubs.

atroutman
Download Presentation

How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses Dr. Roger Von Holzen Ms. Darla Runyon Northwest Missouri State University

  2. Pew Foundation • Program in Course Redesign • Started in 2000 • Sponsored 30 projects across a wide range of academic institutions • Program goal is the reduction of academic costs through the incorporation of instructional technology while improving the quality of course design and delivery • Participating institutions must invest a significant amount of financial and human resources • Rely on both graduate student labor and the use of technology in order to reduce academic costs* http://www.center.rpi.edu

  3. Pew “readiness” Requirement • The major criteria for selection by Pew for inclusion in their project: • the readiness of an institution “to engage in large-scale redesign using technology” • Institutions with only individual departments or pockets of readiness were not selected • Preconditions also had to be in place with respect to course readiness for redesign*

  4. Eight Institutional Readiness Criteria: • Costs and academic productivity • Technology to achieve academic goals • Campus culture • Mature IT organization • Faculty technology integration • Learner-centered education • Assessment • Partnerships

  5. Eight Course Readiness Criteria: • Impact on curriculum • Capital-for-labor substitution • Collective ownership & decision-making • Existing/new materials • Requisite skills • Identify learning outcomes • Learning theory • Sustainability

  6. Need for Assistance • Institutions who don’t meet the “readiness” criteria • Need assistance during time of major budgetary restraints • Project aim: • To cultivate the opportunities within these smaller divisions of readiness*

  7. Building Upon Pew • Undertaking the challenge: • to redesign our high demand courses • to go beyond the financial goals of the Pew Project • Worked with course teams: • across a wide range of academic content areas • in large enrollment, multiple section courses*

  8. Transformative Change • Involves innovative educational technologies and matching pedagogical practices • Has the broad, sustainable objectives of: • improving teaching and learning • improving student access to material • increasing student engagement (active learning) • creatively using institutional resources to meet growing enrollment pressure*

  9. Selection Process • Call for proposals was issued in early September • Application Information: • Name • Department • E-mail & phone • Collaborating faculty members • Course which stands to benefit from the project • Can you commit to the project for both semesters (Fall 03 and Winter 04)? • Describe the current situation with the course identified above and where you want to take this course—your goals*

  10. Selection Process • Projects selected in consultation with college deans and provost • Department teams received a $2,500 incentive to participate • Distribution of funds • One half distributed at conclusion of workshops • One half distributed after development of course web site*

  11. Projects Selected • Arts and Sciences: • The Enjoyment of Music • Theatre Appreciation • General Biology and Lab • Business: • Management Information Systems • Management Process and Behavior*

  12. Project Implementation • Workshop website • Four scheduled workshops • Course redesign • Course template development • Assessment strategies • Course management • Meet with individual teams*

  13. Course Template Development and Learning Hubs

  14. Course Templates • Development of an orientation unit • Common syllabus • Development of a common curriculum • Discussion of the courseware package to create new learning spaces within a blended course environment*

  15. Course Templates • EXPECT STUDENTS TO READ THE COURSE TEXTBOOK! • “Lectures” should be used to: • Summarize course content • Explain in greater depth important, difficult course content • Divide course into modules of content and authentic learning activities • Student interaction/collaboration/communication • student-to-student • student-to-instructor • feedback for course and instructor evaluation*

  16. Course Templates • Discussion of outcomes and objectives • Moving the lecture component online • PowerPoint • Tegrity • Active learning techniques (instructional concepts) • Formalization of blended learning format*

  17. Learning Hubs • This type of course site is centered around one faculty member • Learning hub for • online • campus-based • graduate • undergraduate students • Design provides a unique way by which an instructor can easily manage students and courses*

  18. Learning Hubs • Addresses the increasing interest and enthusiasm for collaborative learning communities • Content can be delivered to the various students via the use of a group management feature • Allows all students to learn together in a collaborative environment • Students can be divided into groups based upon their enrollment status for the course*

  19. Assessment Strategies

  20. The New Role of Assessment • Assessment techniques should be based on desired learning outcomes • Assessment results should be used by students to evaluate progress through course materials • Provides the instructor with: • evidence of effectiveness of course materials • indications of content areas that need further enhancement and/or development*

  21. Assessment Strategy • Continuous process (formative) • Should guide the student to mastery of the learning outcomes • Becomes foundation for developing the instructional design of the online course*

  22. Assessment Strategy • Punctuate course with short assessment opportunities • Provide student with performance feedback on learning concepts and activities • Provide a diverse array of assessment methods to reflect student understanding of the learning outcomes • Provide opportunities for relearning and reassessment*

  23. Online Assessment • Traditional methods should only be a small component of the overall assessment strategy • Online delivery provides an environment conducive to incorporating • a diverse array of assessment techniques • strategies that may be employed across a variety of course subject areas • Flexibility of delivery allows for a more student-centered approach to assessment and feedback*

  24. Course Management

  25. Pre-Course Development • Extensive and thorough syllabus • list required text and ordering information • supporting course information • scoring guides including grading review dates • course schedule of deadlines (student and faculty) • online communication etiquette • online expectations and policies*

  26. Pre-Course Development • Course orientation • sample course that provides demonstration of courseware • Library component • research information • tutorials • access to online library services*

  27. Course Management Techniques • Build in course management techniques • e-mail management/filtering • FAQ section • instructor availability schedule • utility documents • student feedback opportunities • Personalize course to develop community • course welcome • post autobiography in threaded discussion • open chat and/or threaded discussion areas*

  28. Course Management Techniques • Incorporation of instructional technology techniques • integration of announcements feature • virtually grading assignments • e-mail etiquette and feedback guidelines • reply within a published time period feedback opportunities for progress in content and learning*

  29. Course Support • Information about helpdesk • provide e-mail address and phone number for helpdesk • provide access to online helpdesk information*

  30. Dr. Roger Von Holzenrvh@mail.nwmissouri.eduMs. Darla Runyondrunyon@mail.nwmissouri.edu http://cite.nwmissouri.edu:2000/presentations/

More Related