what it means how it works why students are successful susan barbitta guilford technical cc...

Modularizing Content

What it means

How it works Why students are successful

Susan BarbittaGuilford Technical [email protected] x50032

mailto:[email protected]

WHAT IT MEANS

Principle #1◦Redesign the entire course

Principle #2◦Encourage active learning

Principle #3◦Provide students with individualized

assistance

NCAT Redesign PrinciplesThe National Center for Academic Transformation

Principle #4◦Build in ongoing assessment and prompt

(automated) feedback

Principle #5◦Ensure sufficient time on task and monitor

student progress

Principle #6◦Modularize the student learning experience,

especially in developmental math.

NCAT Redesign PrinciplesThe National Center for Academic Transformation

HOW IT WORKS

Fixed class time◦How many hours/week with an instructor of

record

Open Lab◦Required or optional?

Student/tutor ratio◦Professional tutors, student tutors

Additional tutors first two weeks and the last week

Setting up a flexibly paced classroom (aka Emporium)

Modularizing the Curriculum

‣Remove curricula redundancies

‣Create pre-tests

‣Link homework to pre-tests‣Personalized homework

‣Determine course flow

Semester long courses 4 week long modules

Pass or start over Pick up where you left off

Work through all the Credit given for concepts content previously mastered

Fixed pace Flexible Pace

One course/semester Ability to complete more than one

course/semester

Traditional Redesigned

How To Prepare Students• Explain how to progress through the

course• Detail these procedures in your syllabi

• Drive through the online software together• How/when to watch videos• How to review a quiz• How to access the e-book

• Outline the cost & time savings• Less math is needed for most majors• Can finish more than one course per

semester

How To Prepare Faculty• Training in the online software

• Work through selected sections of the new course

• Consistency amongst instructors

• Academic Coaching

• How to keep students on track*

Keeping students on track

• Personal contact with every student weekly

• Knowing where your students are in the course

• Soft due dates

• Assignment completion times

http://www.dreamstime.com/royalty-free-stock-image-curve-in-track-image62646

WHY STUDENTS ARE SUCCESSFUL

Reduced redundancies in curricula

Flexibly paced

Mastery Based

Minimal academic gaps

No course drift

Cost savings Access code valid for 2 years Workbook good for all of modules

Benefits

Guilford Technical CCDevelopmental Math

Redesign

Jamestown, North Carolina 4 Campuses 20,000 Curriculum Students 25,000 Con Ed Students

Developmental Math◦56 Faculty and Staff◦~7,500 Developmental Math Students/Year

Guilford Technical CC

Essential Mathematics ◦DMA 010, 020, 030

Introductory Algebra ◦DMA 010, 040, 050

Intermediate Algebra ◦DMA 060, 070, 080

Most non-STEM programs require mods 1-5

3 Courses 8 Modules

DMA 010 – Operations with IntegersDMA 020 – Fractions and DecimalsDMA 030 – Proportions/Ratios/Rates/PercentsDMA 040 – Expressions, Linear Equations,

Linear InequalitiesDMA 050 – Graphs and Equations of LinesDMA 060 – Polynomials and Quadratic

ApplicationsDMA 070 – Rational Expressions and

EquationsDMA 080 – Radical Expressions and Equations

The Modules

Seated Classroom vs.

Flexibly Paced Classroom

Do your classes look like this?

Now they’ll look like this.

o 150 person Math Emporium*oCloud Computingo4 classes running concurrentlyo25 drop-ino40 person testing center

o 80 person Math Emporiumo2 classes running concurrentlyo10 drop-in

o 30 person Math Emporiumo1 class of 24 and 6 drop-in

o 15 person Math Emporium

The GTCC Emporiums are:

Fixed class time◦3-4 hours/week with an instructor of record◦ 2 additional online hours required/wk

For each class of 35 students:◦One instructor◦One professional tutor/student tutor

~15% seats are for drop-ins Additional tutors first two weeks

The GTCC Emporiums are:

Create pre-tests◦Link personalized homework

Create homework assignments Create the quizzes (pooling)

◦ Multiple authors/books Create the Module Test (pooling)

◦ Personalized homework Insert links to videos Set pre-requisites for all assignments

Creating the Coordinator Course

Module Progression

Module Placement Test

Work through the module.

Exempt, move on to the next

module.

< 85% ≥ 85%

Credit given for objectives previously mastered.

◦MML video (optional)◦Workbook exercises◦MML homework◦MML quiz◦MML Module test◦Personalized homework

Progression Through a Module

Homework – 85%, unlimited attempts

Quiz – 85%, [3,∞)◦Pooled questions◦Instructor intervention◦personalized homework

Module Test – 80%, [1,4]◦Instructor intervention/personalized homework

Mastery Level at GTCC

Keeping students on track

• Personal contact with every student weekly

• Knowing where your students are in the course

• Soft due dates

• Assignment completion times

http://www.dreamstime.com/royalty-free-stock-image-curve-in-track-image62646

MODULE 6Assignment

Predicted Date of Completion

Time Needed

MOD 6 PLACEMENT

1:15

HW 6.01 1:00HW 6.02 1:00HW 6.03 1:00HW 6.04 0:30HW 6.05 0:45HW 6.06 0:45HW 6.07 2:00HW 6.08 2:00

QUIZ 6.01 - 6.08 1:45

HW 6.11 3:00

Pacing

Guide

Completion

Schedule

Day Date Assignment

1 1/7 Orientation

2 1/8Orientaion Assignment/Syllabus Quiz

3 1/9 Placement Test 1

4 1/10 Leap Log 1.02/MML 1.02

5 1/11 Leap Log 1.03/MML 1.03

6 1/14 Leap Log 1.04/MML 1.04

7 1/15 Leap Log 1.05/MML 1.05

8 1/16 Quiz 1.02-1.05

Completion

Schedule

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2011 Pilot

Traditional Redesign Spring '11

66%

93%

73%80%

62%72%

A, B, C Success Rates

Essential Math Introductory Algebra

Intermediate Algebra

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Fall 2011

Traditional Redesign

73% 80% 73%

58%66%

59%




0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2012

82%72%

64%




0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Summer 2012

82%82%87%




0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Spring 2011 to Summer 2011 /Fall 2011

Traditional Redesign

62%

87% 80% 82%

59% 65%

Subsequent Course Completion Rates



0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Spring 2011 to Summer 2011/Fall 2011

Traditional Redesign su '11

45%

65%

40%55%

80%

100%

Repeaters Completion Rates



0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Fall 2011 to Spring 2012

86%85% 83%

Subsequent Course Success Rates

And the students say….

“I like it because you get to skip sections that you already know how to do.”

“I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.”

“I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”**

.

“I feel like all of my class time is being used instead of getting lectured and being lost.”

“I really like the individualized attention that the teachers give. They are always available to answer your questions.”

“I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”

And faculty say….

The good, the bad, and the ugly…..

Change is hard!!

“At first, I didn’t know what to think, but I didn’t think I was going to like it.”

“It can be challenging teaching 3 levels at the same time.”

Faculty comments

“I like the ‘on-demand’ teaching that takes place. The student actually listens to me.”

“Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”

Questions?

Susan [email protected] x50032

mailto:[email protected]

what it means how it works why students are successful susan barbitta guilford technical cc...

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