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How to Redesign Without a Grant: How to Redesign Without a Grant: Cost Effective Redesign of High Cost Effective Redesign of High

Demand Courses Demand Courses

Dr. Roger Von HolzenDr. Roger Von HolzenMs. Darla RunyonMs. Darla Runyon

Northwest Missouri State UniversityNorthwest Missouri State University

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Pew FoundationPew Foundation

Program in Course RedesignProgram in Course Redesign– Started in 2000Started in 2000– Sponsored 30 projects across a wide range of academic Sponsored 30 projects across a wide range of academic

institutionsinstitutions– Program goal is the reduction of academic costs Program goal is the reduction of academic costs

through the incorporation of instructional technology through the incorporation of instructional technology while improving the quality of course design and while improving the quality of course design and deliverydelivery

» Participating institutions must invest a significant amount of Participating institutions must invest a significant amount of financial and human resourcesfinancial and human resources

» Rely on both graduate student labor and the use of technology Rely on both graduate student labor and the use of technology in order to reduce academic costs*in order to reduce academic costs*

http://www.center.rpi.edu

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Pew “readiness” RequirementPew “readiness” Requirement

The major criteria for selection by Pew for The major criteria for selection by Pew for inclusion in their project:inclusion in their project:– the readiness of an institution “to engage in large-the readiness of an institution “to engage in large-

scale redesign using technology” scale redesign using technology” Institutions with only individual departments or Institutions with only individual departments or

pockets of readiness were not selectedpockets of readiness were not selected Preconditions also had to be Preconditions also had to be

in place with respect to course in place with respect to course readiness for redesign*readiness for redesign*

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Eight Institutional Readiness Criteria:Eight Institutional Readiness Criteria:

1.1. Costs and academic productivityCosts and academic productivity

2.2. Technology to achieve academic goalsTechnology to achieve academic goals

3.3. Campus cultureCampus culture

4.4. Mature IT organizationMature IT organization

5.5. Faculty technology integrationFaculty technology integration

6.6. Learner-centered educationLearner-centered education

7.7. AssessmentAssessment

8.8. PartnershipsPartnerships

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Eight Course Readiness Criteria:Eight Course Readiness Criteria:

1.1. Impact on curriculumImpact on curriculum

2.2. Capital-for-labor substitutionCapital-for-labor substitution

3.3. Collective ownership & decision-makingCollective ownership & decision-making

4.4. Existing/new materials Existing/new materials

5.5. Requisite skillsRequisite skills

6.6. Identify learning outcomesIdentify learning outcomes

7.7. Learning theoryLearning theory

8.8. SustainabilitySustainability

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Need for AssistanceNeed for Assistance

Institutions who don’t meet the “readiness” Institutions who don’t meet the “readiness” criteria criteria – Need assistance during time of major budgetary Need assistance during time of major budgetary

restraintsrestraints Project aim:Project aim:

– To cultivate the opportunities within these To cultivate the opportunities within these smaller divisions of readiness*smaller divisions of readiness*

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Building Upon PewBuilding Upon Pew

Undertaking the challenge:Undertaking the challenge:– to redesign our high demand courses to redesign our high demand courses – to go beyond the financial goals of the Pew to go beyond the financial goals of the Pew

ProjectProject Worked with course teams:Worked with course teams:

– across a wide range of academic content across a wide range of academic content areas areas

– in large enrollment, multiple section in large enrollment, multiple section courses*courses*

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Transformative ChangeTransformative Change

Involves innovative educational technologies and Involves innovative educational technologies and matching pedagogical practices matching pedagogical practices

Has the broad, sustainable objectives of: Has the broad, sustainable objectives of: – improving teaching and learning improving teaching and learning

– improving student access to materialimproving student access to material

– increasing student engagement (active learning)increasing student engagement (active learning)

– creatively using institutional resources to meet growing creatively using institutional resources to meet growing enrollment pressure*enrollment pressure*

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Selection ProcessSelection Process

Call for proposals was issued in early SeptemberCall for proposals was issued in early September Application Information:Application Information:

» NameName» DepartmentDepartment» E-mail & phoneE-mail & phone» Collaborating faculty membersCollaborating faculty members» Course which stands to benefit from the projectCourse which stands to benefit from the project» Can you commit to the project for both semesters (Fall 03 and Can you commit to the project for both semesters (Fall 03 and

Winter 04)? Winter 04)? » Describe the current situation with the course identified above Describe the current situation with the course identified above

and where you want to take this course—your goals*and where you want to take this course—your goals*

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Selection ProcessSelection Process

Projects selected in consultation with Projects selected in consultation with college deans and provostcollege deans and provost

Department teams received a Department teams received a $2,500 incentive to participate$2,500 incentive to participate– Distribution of funds Distribution of funds

» One half distributed at conclusion of workshops One half distributed at conclusion of workshops » One half distributed after development of course One half distributed after development of course

web site*web site*

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Projects SelectedProjects Selected

Arts and Sciences:Arts and Sciences:– The Enjoyment of MusicThe Enjoyment of Music– Theatre AppreciationTheatre Appreciation– General Biology and LabGeneral Biology and Lab

Business:Business:– Management Information Systems Management Information Systems – Management Process and Behavior*Management Process and Behavior*

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Project ImplementationProject Implementation

Workshop websiteWorkshop website Four scheduled workshopsFour scheduled workshops

– Course redesignCourse redesign– Course template developmentCourse template development– Assessment strategiesAssessment strategies– Course managementCourse management

Meet with individual teams*Meet with individual teams*

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Course Template Development and Course Template Development and Learning HubsLearning Hubs

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Course TemplatesCourse Templates

Development of an orientation unit Development of an orientation unit Common syllabusCommon syllabus Development of a common curriculumDevelopment of a common curriculum Discussion of the courseware package to Discussion of the courseware package to

create new learning spaces within a create new learning spaces within a blended course environment*blended course environment*

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Course TemplatesCourse Templates

EXPECT STUDENTS TO READ THE COURSE EXPECT STUDENTS TO READ THE COURSE TEXTBOOK!TEXTBOOK!– ““Lectures” should be used to:Lectures” should be used to:

» Summarize course contentSummarize course content» Explain in greater depth important, difficult course contentExplain in greater depth important, difficult course content

Divide course into modules of content and Divide course into modules of content and authentic learning activitiesauthentic learning activities

Student interaction/collaboration/communicationStudent interaction/collaboration/communication– student-to-studentstudent-to-student– student-to-instructor student-to-instructor – feedback for course and instructor evaluation*feedback for course and instructor evaluation*

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Active learning techniques (instructional Active learning techniques (instructional concepts)concepts)

Moving the lecture component onlineMoving the lecture component online– PowerPoint

Course TemplatesCourse Templates

Discussion of outcomes and objectivesDiscussion of outcomes and objectives

– Tegrity

Formalization of blended learning format*Formalization of blended learning format*

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Learning HubsLearning Hubs

This type of course site is centered around one This type of course site is centered around one faculty member faculty member

Learning hub for Learning hub for – onlineonline– campus-basedcampus-based– graduategraduate– undergraduate studentsundergraduate students

Design provides a unique way by which an Design provides a unique way by which an instructor can easily manage students and instructor can easily manage students and courses*courses*

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Learning HubsLearning Hubs

Addresses the increasing interest and Addresses the increasing interest and enthusiasm for collaborative learning enthusiasm for collaborative learning communities communities – Content can be delivered to the various students Content can be delivered to the various students

via the use of a group management featurevia the use of a group management feature– Allows all students to learn together in a Allows all students to learn together in a

collaborative environmentcollaborative environment– Students can be divided into groups based upon Students can be divided into groups based upon

their enrollment status for the course*their enrollment status for the course*

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Assessment StrategiesAssessment Strategies

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The New Role of AssessmentThe New Role of Assessment

Assessment techniques should be based on Assessment techniques should be based on desired learning outcomesdesired learning outcomes

Assessment results should be used by students Assessment results should be used by students to evaluate progress through course materials to evaluate progress through course materials

Provides the instructor with:Provides the instructor with:– evidence of effectiveness of course materialsevidence of effectiveness of course materials

– indications of content areas that need further indications of content areas that need further enhancement and/or development*enhancement and/or development*

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Assessment StrategyAssessment Strategy

Continuous process (formative) Continuous process (formative) Should guide the student to mastery of the Should guide the student to mastery of the

learning outcomeslearning outcomes Becomes foundation for developing the Becomes foundation for developing the

instructional design of the online course*instructional design of the online course*

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Assessment StrategyAssessment Strategy

Punctuate course with short assessment Punctuate course with short assessment opportunitiesopportunities– Provide student with performance feedback on Provide student with performance feedback on

learning concepts and activities learning concepts and activities – Provide a diverse array of assessment methods to Provide a diverse array of assessment methods to

reflect student understanding of the learning reflect student understanding of the learning outcomes outcomes

– Provide opportunities for relearning and Provide opportunities for relearning and reassessment*reassessment*

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Online AssessmentOnline Assessment

Traditional methods should only be a small Traditional methods should only be a small component of the overall assessment strategy component of the overall assessment strategy

Online delivery provides an environment Online delivery provides an environment conducive to incorporating conducive to incorporating – a diverse array of assessment techniquesa diverse array of assessment techniques– strategies that may be employed across a strategies that may be employed across a

variety of course subject areasvariety of course subject areas Flexibility of delivery allows for a more student-Flexibility of delivery allows for a more student-

centered approach to assessment and feedbackcentered approach to assessment and feedback**

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Course ManagementCourse Management

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Pre-Course DevelopmentPre-Course Development

Extensive and thorough syllabusExtensive and thorough syllabus– list required text and ordering informationlist required text and ordering information– supporting course informationsupporting course information– scoring guides including grading review datesscoring guides including grading review dates– course schedule of deadlines (student and course schedule of deadlines (student and

faculty)faculty)– online communication etiquetteonline communication etiquette– online expectations and policies*online expectations and policies*

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Pre-Course DevelopmentPre-Course Development

Course orientationCourse orientation– sample course that provides demonstration of sample course that provides demonstration of

coursewarecourseware Library componentLibrary component

– research informationresearch information– tutorialstutorials– access to online library services*access to online library services*

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Course Management TechniquesCourse Management Techniques

Build in course management techniquesBuild in course management techniques– e-mail management/filteringe-mail management/filtering– FAQ sectionFAQ section– instructor availability scheduleinstructor availability schedule– utility documentsutility documents– student feedback opportunitiesstudent feedback opportunities

Personalize course to develop community Personalize course to develop community – course welcomecourse welcome– post autobiography in threaded discussionpost autobiography in threaded discussion– open chat and/or threaded discussion areas*open chat and/or threaded discussion areas*

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Course Management TechniquesCourse Management Techniques

Incorporation of instructional technology Incorporation of instructional technology techniquestechniques– integration of announcements featureintegration of announcements feature– virtually grading assignmentsvirtually grading assignments– e-mail etiquette and feedback guidelinese-mail etiquette and feedback guidelines

» reply within a published time period feedback reply within a published time period feedback opportunities for progress in content and learning*opportunities for progress in content and learning*

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Course SupportCourse Support

Information about helpdeskInformation about helpdesk– provide e-mail address and phone number for provide e-mail address and phone number for

helpdeskhelpdesk– provide access to online helpdesk information*provide access to online helpdesk information*

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Dr. Roger Von HolzenDr. Roger Von Holzenrvh@mail.nwmissouri.edurvh@mail.nwmissouri.edu

Ms. Darla RunyonMs. Darla Runyondrunyon@mail.nwmissouri.edudrunyon@mail.nwmissouri.edu

http://cite.nwmissouri.edu:2000/presentations/http://cite.nwmissouri.edu:2000/presentations/