Collaborative Course Building: Collaborative Course Building: Professors and PublisherProfessors and Publisher

Linda Scharp, McGraw-Hill Higher Education, Learning SolutionsLinda Scharp, McGraw-Hill Higher Education, Learning Solutions

Diane M. Reddy, University of Wisconsin-MilwaukeeDiane M. Reddy, University of Wisconsin-Milwaukee

Raymond Fleming, University of Wisconsin-MilwaukeeRaymond Fleming, University of Wisconsin-Milwaukee

Creating an Online Psychology Creating an Online Psychology Course for UW-MilwaukeeCourse for UW-Milwaukee

Partner: McGraw-Hill Learning SolutionsPartner: McGraw-Hill Learning Solutions

McGraw-Hill worked with us to tailor the McGraw-Hill worked with us to tailor the course to meet our learning objectives.course to meet our learning objectives.

Step-by-Step #1 Step-by-Step #1

Worked with a Learning Solutions Worked with a Learning Solutions manager to set up preview of the manager to set up preview of the course.course.

McGraw-Hill courses are developed McGraw-Hill courses are developed topically, so we could choose the topically, so we could choose the topics we wanted to include. topics we wanted to include.

Step-by-Step #2Step-by-Step #2

Our Ph.D. students were given Our Ph.D. students were given access to the course in an online access to the course in an online “viewer” and submitted written “viewer” and submitted written reviews of the course.reviews of the course.

Step-by-Step #3Step-by-Step #3

McGraw-Hill Learning Solutions group McGraw-Hill Learning Solutions group collaborated with us to create a course collaborated with us to create a course that reflected our reviews.that reflected our reviews.

McGraw-Hill Learning Solutions groupMcGraw-Hill Learning Solutions group ordered the course topics according to ordered the course topics according to

our our desired sequence,desired sequence,

created a new topic, and created a new topic, and added videoclips based upon the added videoclips based upon the

reviewer comments.reviewer comments.

Step-by-Step #4Step-by-Step #4

We selected an introduction to We selected an introduction to psychology textbook that most psychology textbook that most closely met our needs.closely met our needs.

Step-by-Step #5Step-by-Step #5

MGH Learning Solutions beta-tested the MGH Learning Solutions beta-tested the course in our course management course in our course management system.system.

We worked through the usual minor We worked through the usual minor glitches, but SCORM compliance really glitches, but SCORM compliance really helped keep those at a minimum.helped keep those at a minimum.

MGH delivered the course to us ready to MGH delivered the course to us ready to go.go.

The 80/20 RuleThe 80/20 Rule

MGH Learning Solutions had about 80% of MGH Learning Solutions had about 80% of the course we needed developed and the course we needed developed and ready to go.ready to go.

Through the review process and Through the review process and collaboration, we made it “our” course by collaboration, we made it “our” course by re-sequencing topics and selecting re-sequencing topics and selecting learning activities.learning activities.

In other words, we added our 20% to get a In other words, we added our 20% to get a unique course that works for our students.unique course that works for our students.

Collaboration Produced a Collaboration Produced a Successful Online CourseSuccessful Online Course

Saved course development timeSaved course development time Increased student accessIncreased student access Increased student learningIncreased student learning

Time of Day When Students Took Quizzes

0

25

50

75

100

6am

7am

8am

9am

10am

11am

12pm 1pm

2pm

3pm

4pm

5pm

6pm

7pm

8pm

9pm

10pm

11pm

12am 1am

2am

3am

4am

5am

Time of Day

Num

ber

of S

tude

nts

Most ClassesScheduledDuring TheseTimes

Most StudentsTook Their Quizzes During TheseTimes

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

Access toSuccess

Support

Student Evaluations

Sample Characteristics Sample Characteristics (cumulative exam-takers)(cumulative exam-takers)

OnlineOnline

(n=34)(n=34)ConventionaConventionall

(n=39)(n=39)

MenMen 35.3%35.3% 10.3%10.3% Chi-square = Chi-square = 6.6, p = .016.6, p = .01 WomenWomen 64.7%64.7% 89.7%89.7%

FreshmenFreshmen 50%50% 61.5%61.5%

nsns SophomoresSophomores 20.6%20.6% 23.1%23.1%

JuniorsJuniors 8.8%8.8% 10.3%10.3%

SeniorsSeniors 20.6%20.6% 5.1%5.1%

OnlineOnline ConventionalConventional

Mean ACTMean ACT 22.422.4 21.721.7 nsns

Mean Cumulative Mean Cumulative GPAGPA

2.782.78 3.143.14 t(66)=2.4, t(66)=2.4, p=.016p=.016

Major – L & SMajor – L & S 1212 1111

nsnsMajor – OtherMajor – Other 1818 2424

Major – Major – UndecidedUndecided

44 44

CaucasianCaucasian 88.2%88.2% 89.7%89.7%

nsnsAfrican AmericanAfrican American 8.8%8.8% 2.57%2.57%

HispanicHispanic 0%0% 5.14%5.14%

Asian Asian 3.0%3.0% 2.57%2.57%

Sample Characteristics (cumulative exam-takers)

0%10%20%30%40%50%60%70%

Cu

mu

lati

ve

Ex

am

P

erf

orm

an

ce

Course Type

OnlineConventional

Cumulative Exam Performance Cumulative Exam Performance by Course Typeby Course Type

t(71) = 2.441, p = .017

What made this online What made this online course so successful?course so successful?

McGraw-Hill’s Learning Solutions McGraw-Hill’s Learning Solutions dedicated team of instructional dedicated team of instructional designers, editors, and technical designers, editors, and technical specialists empowered me to create a specialists empowered me to create a more interactive, successful learning more interactive, successful learning experience for my students. experience for my students.

What sets McGraw-Hill online courses apart?

Development Methodology Modular Format Design Considerations

Courses Follow “Critical Courses Follow “Critical Path”Path”

MHHE course objectives were designed to highlight key topics and to focus on the concepts students have difficulty understanding—the Critical 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

Bloom’s TaxonomyBloom’s Taxonomy

6. Evaluation6. Evaluation

5. Synthesis5. Synthesis

4. Analysis4. Analysis

3. Application3. Application

2. Comprehension2. Comprehension

1. Knowledge1. Knowledge

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

Modular FormatModular Format

All of MHHE courses are built in All of MHHE courses are built in topical learning modules:topical learning modules:

Self-containedSelf-contained ReconfigurableReconfigurable Topics & subtopics for each weekTopics & subtopics for each week

SCORM ComplianceSCORM Compliance

SCORM (Sharable Content Object SCORM (Sharable Content Object Reference Model)Reference Model)

Enables web-based learning systems to:Enables web-based learning systems to:– find, import, share, reuse, and export learning find, import, share, reuse, and export learning

content in a standardized waycontent in a standardized way Automates populating course information Automates populating course information

into course management systems.into course management systems.

Section 508 of ADA Section 508 of ADA ComplianceCompliance

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

GlossaryGlossary

Every course has an Every course has an extensive glossary extensive glossary of key terms.of key terms.

Accessible via top navigation Accessible via top navigation bar bar

Review terms alphabeticallyReview terms alphabetically– For the entire courseFor the entire course– For any weekFor any week

Key terms are also accessible Key terms are also accessible as rollovers.as rollovers.

Case Studies & Learning Case Studies & Learning ObjectsObjects

Interactive Interactive environment allows environment allows students to apply students to apply learninglearning

Students are Students are motivated to learn motivated to learn by reviewing terms by reviewing terms formatted in games.formatted in games.