COTA Conference 2013

WELCOMEStatewide Course Redesign

InitiativeWeisbrook 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 redesign1. 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 Class

o 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 Adjuncts

o 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 InformationMSSU

Shanna Slavingso Primary Contacto Slavings-S@MSSU.eduo 417-625-9654

Kelly Larsono Department Chairo Larson-K@MSSU.edu

Bedford Laura Davidson

o ldavidson@bedfordstmartins.com

Marc Barringtono mbarrington@bedfordstmartin

s.com

http://oralcommredesign-laresource.weebly.com/