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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

Marc Barrington

  • Shanna Slavings
    • Primary Contact
    • 417-625-9654
  • Kelly Larson
    • Department Chair