How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses

1. How to Redesign Without a Grant: Cost Effective Redesign of High Demand Courses Dr. Roger Von Holzen Ms. Darla Runyon Northwest Missouri State University

2. Pew Foundation • Program in Course Redesign • Started in 2000 • Sponsored 30 projects across a wide range of academic institutions • Program goal is the reduction of academic costs through the incorporation of instructional technology while improving the quality of course design and delivery • Participating institutions must invest a significant amount of financial and human resources • Rely on both graduate student labor and the use of technology in order to reduce academic costs* http://www.center.rpi.edu

3. Pew “readiness” Requirement • The major criteria for selection by Pew for inclusion in their project: • the readiness of an institution “to engage in large-scale redesign using technology” • Institutions with only individual departments or pockets of readiness were not selected • Preconditions also had to be in place with respect to course readiness for redesign*

4. Eight Institutional Readiness Criteria: • Costs and academic productivity • Technology to achieve academic goals • Campus culture • Mature IT organization • Faculty technology integration • Learner-centered education • Assessment • Partnerships

5. Eight Course Readiness Criteria: • Impact on curriculum • Capital-for-labor substitution • Collective ownership & decision-making • Existing/new materials • Requisite skills • Identify learning outcomes • Learning theory • Sustainability

6. Need for Assistance • Institutions who don’t meet the “readiness” criteria • Need assistance during time of major budgetary restraints • Project aim: • To cultivate the opportunities within these smaller divisions of readiness*

7. Building Upon Pew • Undertaking the challenge: • to redesign our high demand courses • to go beyond the financial goals of the Pew Project • Worked with course teams: • across a wide range of academic content areas • in large enrollment, multiple section courses*

8. Transformative Change • Involves innovative educational technologies and matching pedagogical practices • Has the broad, sustainable objectives of: • improving teaching and learning • improving student access to material • increasing student engagement (active learning) • creatively using institutional resources to meet growing enrollment pressure*

9. Selection Process • Call for proposals was issued in early September • Application Information: • Name • Department • E-mail & phone • Collaborating faculty members • Course which stands to benefit from the project • Can you commit to the project for both semesters (Fall 03 and Winter 04)? • Describe the current situation with the course identified above and where you want to take this course—your goals*

10. Selection Process • Projects selected in consultation with college deans and provost • Department teams received a $2,500 incentive to participate • Distribution of funds • One half distributed at conclusion of workshops • One half distributed after development of course web site*

11. Projects Selected • Arts and Sciences: • The Enjoyment of Music • Theatre Appreciation • General Biology and Lab • Business: • Management Information Systems • Management Process and Behavior*

12. Project Implementation • Workshop website • Four scheduled workshops • Course redesign • Course template development • Assessment strategies • Course management • Meet with individual teams*

13. Course Template Development and Learning Hubs

14. Course Templates • Development of an orientation unit • Common syllabus • Development of a common curriculum • Discussion of the courseware package to create new learning spaces within a blended course environment*

15. Course Templates • EXPECT STUDENTS TO READ THE COURSE TEXTBOOK! • “Lectures” should be used to: • Summarize course content • Explain in greater depth important, difficult course content • Divide course into modules of content and authentic learning activities • Student interaction/collaboration/communication • student-to-student • student-to-instructor • feedback for course and instructor evaluation*

16. Course Templates • Discussion of outcomes and objectives • Moving the lecture component online • PowerPoint • Tegrity • Active learning techniques (instructional concepts) • Formalization of blended learning format*

17. Learning Hubs • This type of course site is centered around one faculty member • Learning hub for • online • campus-based • graduate • undergraduate students • Design provides a unique way by which an instructor can easily manage students and courses*

18. Learning Hubs • Addresses the increasing interest and enthusiasm for collaborative learning communities • Content can be delivered to the various students via the use of a group management feature • Allows all students to learn together in a collaborative environment • Students can be divided into groups based upon their enrollment status for the course*

19. Assessment Strategies

20. The New Role of Assessment • Assessment techniques should be based on desired learning outcomes • Assessment results should be used by students to evaluate progress through course materials • Provides the instructor with: • evidence of effectiveness of course materials • indications of content areas that need further enhancement and/or development*

21. Assessment Strategy • Continuous process (formative) • Should guide the student to mastery of the learning outcomes • Becomes foundation for developing the instructional design of the online course*

22. Assessment Strategy • Punctuate course with short assessment opportunities • Provide student with performance feedback on learning concepts and activities • Provide a diverse array of assessment methods to reflect student understanding of the learning outcomes • Provide opportunities for relearning and reassessment*

23. Online Assessment • Traditional methods should only be a small component of the overall assessment strategy • Online delivery provides an environment conducive to incorporating • a diverse array of assessment techniques • strategies that may be employed across a variety of course subject areas • Flexibility of delivery allows for a more student-centered approach to assessment and feedback*

24. Course Management

25. Pre-Course Development • Extensive and thorough syllabus • list required text and ordering information • supporting course information • scoring guides including grading review dates • course schedule of deadlines (student and faculty) • online communication etiquette • online expectations and policies*

26. Pre-Course Development • Course orientation • sample course that provides demonstration of courseware • Library component • research information • tutorials • access to online library services*

27. Course Management Techniques • Build in course management techniques • e-mail management/filtering • FAQ section • instructor availability schedule • utility documents • student feedback opportunities • Personalize course to develop community • course welcome • post autobiography in threaded discussion • open chat and/or threaded discussion areas*

28. Course Management Techniques • Incorporation of instructional technology techniques • integration of announcements feature • virtually grading assignments • e-mail etiquette and feedback guidelines • reply within a published time period feedback opportunities for progress in content and learning*

29. Course Support • Information about helpdesk • provide e-mail address and phone number for helpdesk • provide access to online helpdesk information*

30. Dr. Roger Von Holzenrvh@mail.nwmissouri.eduMs. Darla Runyondrunyon@mail.nwmissouri.edu http://cite.nwmissouri.edu:2000/presentations/