Course Redesign for Improved Education: TAAAMS Conference Highlights

1. Texas Association of Academic Administrators in the Mathematical Sciences Math 1324 – Finite MathCourse Redesign G. Donald Allen Department of Mathematics Texas A&M University College Station, TX dallen@math.tamu.edu TAAAMS – October 13, 2007

2. Problem Solving & Technology “It turns out that technology works best when it is solving a problem that people have come up against.” ---Robert Zemsky, chairman of the Learning Alliance for Higher Education TAAAMS – October 13, 2007

3. Systemic Problems in Education • Students don’t read well • Students aren’t motivated • Time and place factors • The lecture is over-rated • Student accountability • Teacher-student communication gap TAAAMS – October 13, 2007

4. Educational Technology • Has been proven effective when… • Implemented carefully • Leadership is on board • Professional development is given • Appropriate curricular design is achieved "Technology in Schools: What the Research Says“ Cisco - Metri TAAAMS – October 13, 2007

5. The State Mandate TAAAMS – October 13, 2007

6. THECB & Texas Education Code • Section 61.0763 - To "implement a project under to revise entry-level lower division academic courses... to improve student learning and reduce the cost of course delivery through the use of information technology". • Section 61.0762 - To "develop incentive programs that implement research-based, innovative developmental education initiatives... to enhance the success of students". TAAAMS – October 13, 2007

7. Phase I, II, and III TAAAMS – October 13, 2007

8. THECB -Course redesign funding • Phase I Projects (07C) – • history (University of North Texas) • Calculus (UT TeleCampus) • English composition (DCCCS & Texas Tech University). • Phase II Projects – 6 projects • College algebra – Del Mar College • Phase III Projects – 17 projects to be completed by August, 2009 TAAAMS – October 13, 2007

9. Phase III - Math Projects • Developmental math – UTB • Math 1342 (Elementary Statistics) – UTB • Math 1324 (Finite Math) – TAMU / WTAMU • Algebra Professional Development Modules – UNT • Developmental Math & College Algebra – UNT & North Central Texas College TAAAMS – October 13, 2007

10. The NCAT Connection TAAAMS – October 13, 2007

11. National Center for Academic Transformation • NCAT is dedicated to the effective use of information technology to • improve student learning outcomes • reduce the cost of higher education • NCAT provides expertise and support seeking proven methods for providing more students with education. TAAAMS – October 13, 2007

12. What is Course Redesign? TAAAMS – October 13, 2007

13. Types of Course Redesign • The Supplemental Model • The Replacement Model  • The Emporium Model • The Fully Online Model • The Buffet Model TAAAMS – October 13, 2007

14. Course Redesign • Overheard in the student center… I sure miss the good ‘ole days when there was just the lecture. Then I knew what to complain about. TAAAMS – October 13, 2007

15. Supplemental model • Retains the basic structure of the traditional course • May simply supplement lectures and textbooks with technology-based, out-of-class activities to encourage greater student engagement • May add technology-based, out-of-class activities and also change what goes on in the class by creating an active learning environment TAAAMS – October 13, 2007

16. The Emporium Model • Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance. • Replaces multiple sections with one large section of all students. • Depends heavily on instructional software, including interactive tutorials, practice exercises, solutions to frequently asked questions, and online quizzes and tests. • Requires a significant commitment of space and equipment. TAAAMS – October 13, 2007

17. Replacement Model  •  Reduces the number of but not all in-class meetings Replaces some in-class time with online, interactive learning activities •  Assumes that certain activities can be better accomplished •  May keep remaining in-class activities more or less the same – or make significant changes •  May schedule out-of-class activities in 24*7 computer labs TAAAMS – October 13, 2007

18. The Fully Online Model • Eliminates all in-class meetings and moves all learning experiences online. • Adopts successful redesign elements including Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback, links to additional resources and alternative staffing models. TAAAMS – October 13, 2007

19. The Buffet Model • Customizes the learning environment for each student. Modularizes course content. • Requires an online assessment of student's learning styles and study skills. • Offers students an assortment of individualized paths to reach the same learning outcomes • Includes an array of learning opportunities for students: e.g. lectures, individual or group discovery laboratories, individual and group review TAAAMS – October 13, 2007

20. Technology is not a sure fix … TAAAMS – October 13, 2007

21. WebCalC - online Calculus TAAAMS – October 13, 2007

22. WebCalC Authors: Don Allen, Phil Yasskin, Michael Stecher • Features: Fully online setting but Studio setting • Perfect mathematical typography, great color and graphics • Interactive quizzes and exams; Internet linked; fast downloads • Symbolic mathematics capabilities • Complete solutions to examples and exercises • Question-answer notes • Animation and Java, sound and video • Years of testing! TAAAMS – October 13, 2007

23. Facilitator Mode • Facilitator mode - In the facilitator mode, the instructor is in the classroom with the students during a regularly scheduled period. • Answers questions in situ • Assigns/collects/grades homework • Keeps the pace • Makes/grades exams and quizzes • Holds office hours What is studio mode? TAAAMS – October 13, 2007

24. Lessons learned • Students adapt to online learning without difficulty. • Students learn to "get to work" right away, making efficient use of their time. • Students like the task-oriented environment. • Students can work together. TAAAMS – October 13, 2007

25. Lessons learned • Greater student friendliness • Increased task orientation • Increased ease of navigation • Faculty bulletproofing In follow-up studies, it appeared the WebCalC students did slightly better than those in traditional sections. TAAAMS – October 13, 2007

26. Finite Math - Redesign TAAAMS – October 13, 2007

27. TAMU/WTAMU • Team TAMU • Don Allen, Ben Aurispa, Al Boggess, Kathryn Bollinger, Janice Epstein, Sandra Nite, Heather Ramsey, Sherry Scarborough, Robert Wheeler, Jill Zarestky • Team WTAMU • Dan Seth, Greg Lawler, Becky Walls • Evaluators • Claudia Davis, Pat Stone TAAAMS – October 13, 2007

28. Goals • Improve learning outcomes • Obtain greater success rates • Reduce costs • Improve perception of mathematics as a • Subject to know • Subject to apply TAAAMS – October 13, 2007

29. Redesign Modalities • Materials development • Classroom redesign modes TAAAMS – October 13, 2007

30. General Redesign Structure • Learning outcomes-based materials • Video everything • Online homework • Class format flexibility • Textbook mapping TAAAMS – October 13, 2007

31. Features • Video lectures (with integrated quizzes) – 30-45 minutes • Tutorial videos –short 3-10 minute videos on special topics • Problem videos –videos consisting of one or two problem solutions • Weekly quizzes & Online and off-line homework systems • Calculator tutorials – self contained tutorials • Textbook mapping – what’s that?? • Applets TAAAMS – October 13, 2007

32. Course Redesign --- NOT!! • Find the center of the circle described by x2 + y2 - 2x + 2y = 21. • (2, -1) • (1, -1) • (2, 2) • (-1, 1) • None of the above You have five chances to answer correctly. TAAAMS – October 13, 2007

33. Applets (to date) • Sets • Compound Interest • Matrix multiply • Revenue-Cost curves TAAAMS – October 13, 2007

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35. Course Redesign – class format • Monday/Wednesday/Friday • Monday: preparing for the week • Wednesday: general discussion of materials • Friday: in the lab for tutorials and weekly quiz Flexibility is Key!! TAAAMS – October 13, 2007

36. How much - How little, Online? • “We have to look at what we’re trying to accomplish in a particular course and figure out the right blend of face-to-face and online. That blend is going to vary from subject to subject and particularly from student to student because students are quite different in their needs” ---Carol Twigg (Educause Review 29 (4): 50-62 2004) TAAAMS – October 13, 2007

37. Evaluation • Decrease the D-W-F rates • Increase the retention rate • Increase student learning and retention of knowledge and skills • Increase student motivation and course satisfaction • Create quality on-line course content and assessments TAAAMS – October 13, 2007

38. Bringing it Online • Spring ‘08Pre-pilot, evaluate • Summer ‘08 Repair, revise, complete materials • Fall ‘08 Pilot, evaluate • Spring ‘09 Production version • Summer ’09 Preparation for distribution TAAAMS – October 13, 2007

39. Sustainability • Sustainability rests upon • Success in increasing retention rates and student learning • Ease of use by faculty & faculty buy-in • Continuing work on the project beyond the expiration of the grant • Reducing instructional costs • Faculty training TAAAMS – October 13, 2007

40. Dissemination • Dissemination rests upon • Direct contact with other campuses (demos) • Flexibility of product use • Textbook mapping • Faculty handbook on course use • Commercial contracts? TAAAMS – October 13, 2007

41. E-Learning/Course Redesign • Eases communications for students • Offers the convenience of time and place • Attracts well-motivated students • Provides an alternative to the “failed lecture system” • Improves student and institutional flexibility • Gives the “high” in the new “hybrid” courses. TAAAMS – October 13, 2007

42. Doing your own course redesign??? TAAAMS – October 13, 2007

43. Future Competitions • Phase IV RFP is in the planning stages • Find partnering institutions • But… What course to select? • CCGN 1314 – College Algebra • CCGN 1324 – Finite math • CCGN 1325 – Business calculus • CCGN 1350/1 – Fundamentals of math I,II TAAAMS – October 13, 2007

44. Future Competitions • What course to select? • CCGN 2312 – Precalculus • CCGN 2313/14/15 – Calculus I, II • CCGN 2318 – Linear Algebra • CCGN 2320 – Differential Equations TAAAMS – October 13, 2007

45. More Information • THECB http://www.thecb.state.tx.us/AAR/courseredesign/ • NCAT http://www.thencat.org/ TAAAMS – October 13, 2007

46. Course Redesign --- NOT!! TAAAMS – October 13, 2007