a course redesign initiative at a southern public university g. david johnson jack dempsey...
TRANSCRIPT
A Course Redesign Initiative at a Southern Public University
G. David JohnsonJack Dempsey
University of South Alabama
Institutional Backdrop• Financial crisis• Decreasing state
support • Increasing
demand for flexible learning opportunities
• LMS decision• Better
technology options
Redesign RFPs• Description of specific
innovation• Instructional efficiency goals as
measured by instructional salary/credit hour production
• Rationale for choosing the innovation
• Costs associated with implementation
• Time frame for piloting redesign
Faculty Proposal
Redesign RFPs• Evaluation plan to demonstrate
improved quality and cost efficiencies
• Sources of baseline information• Baseline instructional costs• How active learning results• How student learning is
measured
Proposal Review
Cont’d
Course Redesign InitiativeFirst Round
• 37 faculty Proposals respond to SVPAA’s call
• Up to 18,000 annual course enrollments potentially affected
• 25 pilots started fall 2010 semester
College ProposalsCourse
EnrollmentsA&S 20 12,220CESP 6 1,946CIS 2 1,887COE 4 445MCOB 5 1,418
37 17,916
Principles:Principles:Improve QualityImprove Quality
Increase Cost EfficiencyIncrease Cost Efficiency
Research SupportUSDOE 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.
Six Models of Course Redesign(based on NCAT)
• The Supplemental Model • The Replacement Model • The Emporium Model • The Fully Online Model • The Buffet Model
• Linked Workshop ModelMath Emporium Lab at Univ. of South Alabama
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
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 have we supported?
Professional Development• NCAT and Sloan-C Conferences
and workshops - 3 groups of faculty
• Innovation in Learning Center workshops
• ILC Redesign website• Evaluation assistance• Redesign Academy (3 days w/
honorarium)• Redesign Faculty Get-Togethers
How have we supported?
Direct Support• New Institutional
tools (iTunesU, Camtasia Relay, Kaltura, Big blue Button)
• Personal Tools (laptops, software)
• E-Learning Assistant Program
ILC staff shooting video of blended course activities
How have we supported?
Peer Modeling• Some eLeader program topics:
– Creating screencasts for Political Science
– Using online debates in Community Health courses
– Assessment--matching Engineering outcomes
– iTunes U in Real Estate courses– Using Wikis in Library Science– Presentation skills for video in Nursing
courses– Preparing student review podcasts om
Business– Virtual Engineering chalkboard
How did we measure?
Cost Indicators
• Comparison of Methods
Institutional •Personnel cost per Student•% Change in personnel cost per student•Course enrollment•Reduction in part-time instructors and GAs
Course Specific• Reassign faculty
assignments • Time for research and
grant-seeking
How did we measure?
Quality Metrics
• Comparison of Methods
Institutional • Student Success rates• D/Fs,• WDs
Course Specific• Common Final Exams• Common Content Items
Selected from Exams• Pre- and Post-tests• Student Work Using
Common Rubrics
Continue Formative Focus
• Working with administrators and faculty to improve or restructure course redesign
• Alert chairs and deans to problems
• Discuss course redesign changes with Depts.
• Ongoing reports to VP
Formative Focus
• Identify most effective and efficient courses
• Determine commonalities that resulted in success
• Structure• Activities• Course formats
• Targeted faculty training• Student support from
faculty members
USA Redesign Academy
Some Improvements
• Initial student orientation help create structure
• Changing from online to more structured blended format for 100-level courses
• Evaluate savings in classroom use
Student Orientation Video prepared by the USA Innovation in Learning Center.