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Creating an Online Psychology Course for UW-Milwaukee

Collaborative Course Building: Professors and Publisher Linda Scharp, McGraw-Hill Higher Education, Learning Solutions Diane M. Reddy, University of Wisconsin-Milwaukee Raymond Fleming, University of Wisconsin-Milwaukee. Creating an Online Psychology Course for UW-Milwaukee.

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Creating an Online Psychology Course for UW-Milwaukee

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  1. Collaborative Course Building: Professors and PublisherLinda Scharp, McGraw-Hill Higher Education, Learning SolutionsDiane M. Reddy, University of Wisconsin-MilwaukeeRaymond Fleming, University of Wisconsin-Milwaukee

  2. Creating an Online Psychology Course for UW-Milwaukee • Partner: McGraw-Hill Learning Solutions • McGraw-Hill worked with us to tailor the course to meet our learning objectives.

  3. Step-by-Step #1 • Worked with a Learning Solutions manager to set up preview of the course. • McGraw-Hill courses are developed topically, so we could choose the topics we wanted to include.

  4. Step-by-Step #2 • Our Ph.D. students were given access to the course in an online “viewer” and submitted written reviews of the course.

  5. Step-by-Step #3 • McGraw-Hill Learning Solutions group collaborated with us to create a course that reflected our reviews. • McGraw-Hill Learning Solutions group ordered the course topics according to our desired sequence, created a new topic, and added videoclips based upon the reviewer comments.

  6. Step-by-Step #4 • We selected an introduction to psychology textbook that most closely met our needs.

  7. Step-by-Step #5 • MGH Learning Solutions beta-tested the course in our course management system. • We worked through the usual minor glitches, but SCORM compliance really helped keep those at a minimum. • MGH delivered the course to us ready to go.

  8. The 80/20 Rule • MGH Learning Solutions had about 80% of the course we needed developed and ready to go. • Through the review process and collaboration, we made it “our” course by re-sequencing topics and selecting learning activities. • In other words, we added our 20% to get a unique course that works for our students.

  9. Collaboration Produced a Successful Online Course • Saved course development time • Increased student access • Increased student learning

  10. Most Classes Scheduled During These Times Most Students Took Their Quizzes During These Times

  11. Student Evaluations Dear Professor Reddy,Finishing up my last quiz in your Introduction to Psychology online course acouple of weeks ago was very self-fulfilling. It is a great feeling ofaccomplishment.Although at first I was skeptical about how much knowledge Iwould actually obtain without the personal influence of an instructor I wasvery much surprised about the amount of material that I can recall and actuallyintegrate into my everyday life.Your TA's were absolutely awesome in providinghelp and encouragement.Everyone has busy schedules these days includingmyself. While only a freshman at UWM, I am trying to pull off an almost fulltime job in order to pay for my schooling. I also live off campus. Thisopportunity allowed me to take the free time that I do have and put it to gooduse. This online course was absolutely wonderful and I would love to takeanother of the same type in my future endeavors here at UWM. Accomplishment Learning Support Access to Success

  12. Sample Characteristics (cumulative exam-takers)

  13. Sample Characteristics (cumulative exam-takers)

  14. Cumulative Exam Performance by Course Type t(71) = 2.441, p = .017

  15. What made this online course so successful? McGraw-Hill’s Learning Solutions dedicated team of instructional designers, editors, and technical specialists empowered me to create a more interactive, successful learning experience for my students.

  16. What sets McGraw-Hill online courses apart? • Development Methodology • Modular Format • Design Considerations

  17. Courses Follow “Critical Path” MHHE course objectives were designed to highlight key topics and to focus on the concepts students have difficulty understanding—theCritical Path Survey of Experts 20-30 Subject Matter Experts identified: • 7 to 10 key topics anyone who takes the course should learn • 7 to 10 concepts that give their students the most trouble

  18. MHHE online course objectives are correlated with Bloom’s Taxonomy and aim for • 25% at levels 1,2 • 50% at levels 3,4 • 25% at levels 5,6 Bloom’s Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge

  19. Modular Format All of MHHE courses are built in topical learning modules: • Self-contained • Reconfigurable • Topics & subtopics for each week

  20. SCORM Compliance SCORM (Sharable Content Object Reference Model) • Enables web-based learning systems to: • find, import, share, reuse, and export learning content in a standardized way • Automates populating course information into course management systems.

  21. Section 508 of ADA Compliance Each screen contains “clickable” icons so students can: • Adjust the size of the font • Read the audio narration • Adjust the volume • Navigate to the next screen – from top & bottom of page to limit scrolling

  22. Glossary Every course has an extensive glossary of key terms. • Accessible via top navigation bar • Review terms alphabetically • For the entire course • For any week • Key terms are also accessible as rollovers.

  23. Case Studies & Learning Objects • Interactive environment allows students to apply learning • Students are motivated to learn by reviewing terms formatted in games.

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