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Modularizing Content. W hat it means H ow it works W hy students are successful. Susan Barbitta Guilford Technical CC [email protected] 336-334-4822 x50032. WHAT IT MEANS. NCAT Redesign Principles The National Center for Academic Transformation. Principle #1

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Modularizing Content

What it means

How it works

Why students are successful

Susan Barbitta

Guilford Technical CC

[email protected]

336-334-4822 x50032


WHAT IT MEANS


NCAT Redesign Principles

The National Center for Academic Transformation

  • Principle #1

    • Redesign the entire course

  • Principle #2

    • Encourage active learning

  • Principle #3

    • Provide students with individualized assistance


NCAT Redesign Principles

The National Center for Academic Transformation

  • Principle #4

    • Build in ongoing assessment and prompt (automated) feedback

  • Principle #5

    • Ensure sufficient time on task and monitor student progress

  • Principle #6

    • Modularize the student learning experience, especially in developmental math.


HOW IT WORKS


Setting up a flexibly paced classroom (aka Emporium)

  • Fixed class time

    • How many hours/week with an instructor of record

  • Open Lab

    • Required or optional?

  • Student/tutor ratio

    • Professional tutors, student tutors

  • Additional tutors first two weeks and the last week


Modularizing the Curriculum

  • Remove curricula redundancies

  • Create pre-tests

  • Link homework to pre-tests

    • Personalized homework

  • Determine course flow


TraditionalRedesigned

  • Semester long courses4 week long modules

  • Pass or start over Pick up where you left off

  • Work through all the Credit given for concepts content previously mastered

  • Fixed paceFlexible Pace

  • One course/semester Ability to complete more than one course/semester


How To Prepare Students

  • Explain how to progress through the course

    • Detail these procedures in your syllabi

  • Drive through the online software together

    • How/when to watch videos

    • How to review a quiz

    • How to access the e-book

  • Outline the cost & time savings

    • Less math is needed for most majors

    • Can finish more than one course per semester


How To Prepare Faculty

  • Training in the online software

  • Work through selected sections of the new course

  • Consistency amongst instructors

  • Academic Coaching

  • How to keep students on track*


Keeping students on track

  • Personal contact with every student weekly

  • Knowing where your students are in the course

  • Soft due dates

  • Assignment completion times


WHY STUDENTS ARE

SUCCESSFUL


Benefits

  • Reduced redundancies in curricula

  • Flexibly paced

  • Mastery Based

  • Minimal academic gaps

  • No course drift

  • Cost savings

    • Access code valid for 2 years

    • Workbook good for all of modules


Guilford Technical CCDevelopmental Math Redesign


Guilford Technical CC

  • Jamestown, North Carolina

  • 4 Campuses

  • 20,000 Curriculum Students

  • 25,000 Con Ed Students

  • Developmental Math

    • 56 Faculty and Staff

    • ~7,500 Developmental Math Students/Year


3 Courses8 Modules

  • Essential Mathematics

    • DMA 010, 020, 030

  • Introductory Algebra

    • DMA 010, 040, 050

  • Intermediate Algebra

    • DMA 060, 070, 080

  • Most non-STEM programs require mods 1-5


The Modules

DMA 010 – Operations with Integers

DMA 020 – Fractions and Decimals

DMA 030 – Proportions/Ratios/Rates/Percents

DMA 040 – Expressions, Linear Equations, Linear Inequalities

DMA 050 – Graphs and Equations of Lines

DMA 060 – Polynomials and Quadratic Applications

DMA 070 – Rational Expressions and Equations

DMA 080 – Radical Expressions and Equations


Seated Classroom

vs.

Flexibly Paced Classroom


Do your classes look like this?


Now they’ll look like this.


The GTCC Emporiums are:

  • 150 person Math Emporium*

    • Cloud Computing

    • 4 classes running concurrently

    • 25 drop-in

    • 40 person testing center

  • 80 person Math Emporium

    • 2 classes running concurrently

    • 10 drop-in

  • 30 person Math Emporium

    • 1 class of 24 and 6 drop-in

  • 15 person Math Emporium


The GTCC Emporiums are:

  • Fixed class time

    • 3-4 hours/week with an instructor of record

    • 2 additional online hours required/wk

  • For each class of 35 students:

    • One instructor

    • One professional tutor/student tutor

  • ~15% seats are for drop-ins

  • Additional tutors first two weeks


Creating the Coordinator Course

  • Create pre-tests

    • Link personalized homework

  • Create homework assignments

  • Create the quizzes (pooling)

    • Multiple authors/books

  • Create the Module Test (pooling)

    • Personalized homework

  • Insert links to videos

  • Set pre-requisites for all assignments


Module Progression

Module Placement Test

Credit given for objectives previously mastered.

< 85%

≥ 85%

Work through the

module.

Exempt, move on to the next module.


Progression Through a Module

  • MML video (optional)

  • Workbook exercises

  • MML homework

  • MML quiz

  • MML Module test

  • Personalized homework


Mastery Level at GTCC

  • Homework – 85%, unlimited attempts

  • Quiz – 85%, [3,∞)

    • Pooled questions

    • Instructor intervention

    • personalized homework

  • Module Test – 80%, [1,4]

    • Instructor intervention/personalized homework


Keeping students on track

  • Personal contact with every student weekly

  • Knowing where your students are in the course

  • Soft due dates

  • Assignment completion times


Pacing Guide


Completion Schedule

Completion Schedule


A, B, C Success Rates


A, B, C Success Rates


A, B, C Success Rates


A, B, C Success Rates


Subsequent Course Completion Rates


Repeaters Completion Rates


Subsequent Course Success Rates


And the students say….


  • “I like it because you get to skip sections that you already know how to do.”

  • “I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.”

  • “I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”**

    .


  • “I feel like all of my class time is being used instead of getting lectured and being lost.”

    “I really like the individualized attention that the teachers give. They are always available toanswer your questions.”

    “I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”


And faculty say….

The good, the bad, and the ugly…..

Change is hard!!


Faculty comments

“At first, I didn’t know what to think, but I didn’t think I was going to like it.”

“It can be challenging teaching 3 levels at the same time.”


“I like the ‘on-demand’ teaching that takes place. The student actually listens to me.”

“Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”


Questions?

Susan Barbitta

[email protected]

336-334-4822 x50032


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