course redesign

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  • 1. Course Redesign Initiative
    Jack Dempsey
    University of South Alabama
    jdempsey@usouthal.edu

2. WhyRedesign?
modernize systems
urban university
economic pressures
3. Course Redesign Initiative
Principles:
Improve Quality
Increase Cost Efficiency
4. 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.
5. 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.
6. Course Redesign Initiative
Focus
High enrollment courses
eLearning
usually blended format
7. NCAT
30 institutions
30 course redesigns
affecting 50,000 students nationwide
Scope
U. South Alabama
37 redesign proposals (first round)
affectingestimated 4,400 undergrads
8. Course Redesign Initiative
37 faculty Proposals respond to SVPAAs call
Up to 18,000 annual course enrollments in 2011
Most pilots start fall semester
9. Type of Redesign
10. Models of Redesign Proposed
11. Course Redesign Initiative
* 34 total redesign courses for Fall 2010
12. Quality and Cost Efficiencies
operational cost reductions
combined sections
Fewer part-time Instructors & GAs
faculty reassignments
13. Quality and Cost Efficiencies
Creative eLearning technologies
lecture capture
interactive instructional materials from publishers
online tutoring
guided examples
team case studies
expert guests
14. 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
15. 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 Selectedfrom 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
16. 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
17. Risks & Rewards
Wildflowers or Weeds?
Principle-guidedInnovation