Download - Course Redesign
WhyRedesign?
modernize systemsurban university
economic pressures
Course Redesign Initiative
Principles:Improve Quality
Increase Cost Efficiency
Research Support
USDOE meta-analysis*
“Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
“Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.”
*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009.
Research Support
NCAT projects*(redesign 30 institutions)
25 of 30 signif. increases in learning (others NSD)
Majority reported increased course-completion and lower DFW rates
Avg. cost reduction 37%
*National Council on Academic Transformation.
Course Redesign Initiative
• Focus–High enrollment
courses–eLearning
• usually blended format
Scope
U. South Alabama• 37 redesign proposals
(first round)
• affecting estimated 4,400 undergrads
NCAT• 30 institutions• 30 course redesigns• affecting 50,000 students
nationwide
Course Redesign Initiative
• 37 faculty Proposals respond to SVPAA’s call
• Up to 18,000 annual course enrollments in 2011
• Most pilots start fall semester
College ProposalsCourse
EnrollmentsA&S 20 12,220CESP 6 1,946CIS 2 1,887COE 4 445MCOB 5 1,418
37 17,916
Type of Redesign
76%
14%
11%
Whole CourseCertain SectionsNew or Combine Course
Models of Redesign Proposed
Supplemental3%
Blended/Replace-
ment78%
Emporium11%
Online8%
Course Redesign Initiative
Fall 2010 Numbers
Redesign Traditional Total
Instructors 65 65 132
Sections 165 122 287
Enrollment 4832 3980 8812
* 34 total redesign courses for Fall 2010
Quality and Cost Efficiencies
• operational cost reductions–combined sections –Fewer part-time Instructors & GAs–faculty reassignments
Quality and Cost Efficiencies
• Creative eLearning technologies – lecture capture– interactive instructional materials from
publishers–online tutoring–guided examples–team case studies– expert guests
Quality and Cost Efficiencies
• Active on-campus learning sessions–Structured team-based problems–Cases and inquiry learning scenarios–Oral and project presentations–Large group content review–Strategic quizzing; practice tests–Critiques and discussion
How we will measure?Improve Quality• Obtaining Data
– Parallel Sections (Traditional and Redesign)
– Baseline "Before" (Traditional) and "After" (Redesign)
– Focus groups
• Comparison of Methods– Student Success rates– Common Final Exams– Common Content Items Selected
from Exams– Pre- and Post-tests– Student Work Using Common
Rubrics
Cost Reduction
• cost per Student• salary/credit hour
production• increased course
enrollment capacity• reduction in part-time
instructors and GAs
How have we supported?
Professional Development• NCAT and Sloan-C Conferences
and workshops - 3 groups of faculty
• OLL & PETAL workshops• Two-day Instructor Bootcamps• Course Redesign Website • Evaluation assistance
• Redesign Academy (3 days w/ honorarium)
• Redesign Faculty Get-Togethers
Direct Support• Institutional tools (iTunesU,
Camtasia Relay)• Personal Tools (laptops,
software)• E-Learning Assistant
Program
Risks & RewardsWildflowers or Weeds? Principle-guided Innovation
