cota conference 2013
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COTA Conference 2013. WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013. Missouri Learning Commons Course Redesign Initiative Chris Weisbrook Project Coordinator, UM System Shanna Slavings MLC Scholar, Missouri Southern State University. - PowerPoint PPT PresentationTRANSCRIPT
COTA Conference 2013
WELCOMEStatewide Course Redesign
Initiative
Weisbrook and Slavings | February 1, 2013
Missouri Learning CommonsCourse Redesign Initiative
Chris WeisbrookProject Coordinator, UM System
Shanna SlavingsMLC Scholar, Missouri Southern State University
A Bit of History
August 2010: Governor’s Higher Education Summito Focused on four areas, one of which
was “increased cooperation and collaboration” across the state
A Bit of History
October 2010: Statewide Conference on Academic Transformation and Collaboration
Provosts committed to contracting with the National Center for Academic Transformation (NCAT) to engage in a statewide course redesign initiative
Project name: Missouri Learning Commons
Partially funded by Next Generation Learning Challenges Grant (EDUCAUSE/Gates & Hewlett Foundations)
Objectives of Project Redesign 13 high-enrollment introductory
courseso Improve learning outcomeso Reduce costs
Share methodology of teaching courses and provide access to course materials to rest of institutions
Website is public: MissouriLearningCommons.org
Missouri Course Redesign Initiative: Courses
College Algebra (SEMO) Princ. of Biology (MU)Intro. to Psychology (MSU)Chemistry I (S&T) Information Systems (UMSL)Spanish I (SEMO)Oral Communication (MSSU)Princ. of Management (NMSU)
Intro. to Business (MWSU) Dev. Algebra (HSSU)College Algebra (UMKC) Intermediate Algebra (UCM)Health & Fitness (Truman)Basic English (Lincoln) Human Anatomy (UCM)
What is Course Redesign?
Process of remaking a course • to improve learning outcomes and • to lower costs by taking
advantage of technology
Rethinking the way we deliver instruction using new technology
Five Principles of Redesign (NCAT Model)
1. Redesign the whole course2. Encourage active learning3. Provide students with
individualized assistance4. Build in ongoing assessment and
prompt (automated) feedback5. Ensure sufficient time on task and
monitor student progress
1. Redesign the whole course
The whole course--rather than a single class or section--is the target of redesign.
All faculty can incorporate feedback from the teaching and learning process to improve the course.
2. Encourage active learning
Lectures are replaced with an array of interactive materials and activities.
• Technology-based resources help students engage with course content.
• Active learning environments are created within lecture hall settings.
3. Provide students with individualized assistance
Models replace or supplement lectures with activities in labs staffed by faculty, teaching assistants and/or peer tutors.
• Help also may be available online. An expanded support system helps
students feel that they are a part of a learning community, which is critical to persistence, learning, and satisfaction.
4. Build in ongoing assessment & prompt (automated) feedback
Increased feedback leads to increased learning.
Models uses computer-based automated assessment strategies – provides more frequent feedback.
Students receive specific information on their performance, leading to more efficient time on task and better learning.
Faculty can monitor student performance and can take timely corrective action.
5. Ensure sufficient time on task & monitor student progress
Redesigns add greater flexibility in the course, but courses are NOT self-paced.
Students need structure – especially freshmen!• Courses include a concrete
learning plan that require students to master specific learning objectives according to a schedule.
Models of redesign
1. The Supplemental Model2. *The Replacement Model3. *The Emporium Model4. Fully Online Model5. *The Buffet Model6. The Linked Workshop Model
The Replacement Model
The Replacement Model
o replaces some in-class time with out-of-class, online, interactive learning activities (reduces the number of in-class meetings) and
o may make significant changes in remaining in-class meetings.
o Also called “blended” or “hybrid”
The Emporium Model
The Emporium Model replaces lectures with a learning resource center model featuring o interactive computer software o on-demand personalized
assistance
The Buffet Model The Buffet Model customizes the
learning environment for each student based on o backgroundo learning preference, and o academic/professional goals
Offers students an assortment of individualized paths to reach the same learning outcomes.
Oral Communication – Replacement Model
Shanna SlavingsAssistant Professor, Communication
DepartmentMissouri Southern State University
Evolution of Teaching & Learning
The basic fundamentals of public speaking remain the same = language
Carrier pigeons http://www.youtube.com/watch?v=pFGq0j4u15s
Why Redesign? Problems with the original course
o Course drifto Staffing
Solutions provided by redesigno Standardized course objectives and assessmentso Dramatic decrease in the need for adjunct
instructors
Redesign Model Replacement Model
o Reduces the number of in-class meetingso Replaces in-class time with online, interactive learning
activitieso Your SpeechClass
Corley Auditoriumo Monday section & a separate Tuesday section
CALLo Communication Assessment and Learning Labso Supervised with Learning Assistantso Gives all students online access
Redesign the Whole Course
Syllabus Assignments Rubrics Class size Student accountability Flexible schedule for students Learning styles
Encourage Active Learning
Your Speech Classo Bedford/St. Martin’so Speech outlinero Rubric functionality
Bedford Speech Outliner
Encourage Active LearningSpeechClass Rubric Functionality
Provide Students with Individualized Assistance
Bedford Tech Support
Learning Assistants
Progress Reports
Build in Ongoing Assessment and Prompt Feedback
Students:o Course reports through SpeechClass
Course:o iDEA formso Progress on relevant objectives
• Raw = 3.5 & Adj. = 4.0o Learning to apply course material (to improve
thinking, problem solving, and decisions)• 57% reported substantial or exceptional progress
o Developing skill in expressing myself orally or in writing• 63% reported substantial or exceptional progress
Build in Ongoing Assessment and Prompt Feedback
SpeechClass Video Quizzes
Build in Ongoing Assessment and Prompt Feedback
Bedford Speech Annotator
Ensure Sufficient Time on Task and Monitor Student Progress
The class reports functionality lets us run quick and easy reports to monitor student:• Progress• Participation
Identifies students who:• Are at risk in the course• Have high speech
anxiety• Procrastinate
Cost Comparison
Fall 2011 Adjunctso 19 sections total = $34,200.00
• $1800.00 per section• Of the 19: two online, one honors, one
education
Fall 2012 Adjunctso 4 sections total = $7,200.00
• $1800.00 per section• Of the 4: two online, one honors, one education
Difference = $27,000.00
Outcomes
Mid Term
Final
0 10 20 30 40 50 60 70 80
67.3
60
64.5
73.5
Assessments, Spring 2012
Redesign (n= 37), (n=28)Traditional (n=166)
Evolution of Teaching & Learning
A Brief History of Communication (1:49)
http://www.youtube.com/watch?v=rDkxsNmKDGk
Contact Information
MSSU Shanna Slavings
o Primary Contacto [email protected] 417-625-9654
Kelly Larsono Department Chairo [email protected]
Bedford Laura Davidson
Marc Barringtono mbarrington@bedfordstmartin
s.com
http://oralcommredesign-laresource.weebly.com/