Course Redesign Initiative<br />Jack Dempsey<br />University of South Alabama<br />jdempsey@usouthal.edu<br />
WhyRedesign?<br />modernize systems<br />urban university<br />economic pressures<br />
Course Redesign Initiative<br />Principles:<br />Improve Quality<br />Increase Cost Efficiency<br />
Research Support<br />USDOE meta-analysis*<br />“Students who took all or part of their class online performed better, on ...
Research Support<br />NCAT projects*<br />(redesign 30 institutions)<br />25 of 30 signif. increases in learning (others N...
Course Redesign Initiative<br />Focus<br />High enrollment courses<br />eLearning<br />usually blended format<br />
NCAT<br />30 institutions<br />30 course redesigns<br />affecting 50,000 students nationwide<br />Scope<br />U. South Alab...
Course Redesign Initiative<br />37 faculty Proposals respond to SVPAA’s call<br />Up to 18,000 annual course enrollments i...
Type of Redesign<br />
Models of Redesign Proposed<br />
Course Redesign Initiative<br />* 34 total redesign courses for Fall 2010<br />
Quality and Cost Efficiencies<br />operational cost reductions<br />combined sections <br />Fewer part-time Instructors & ...
Quality and Cost Efficiencies<br />Creative eLearning technologies <br />lecture capture<br />interactive instructional ma...
Quality and Cost Efficiencies<br />Active on-campus learning sessions<br />Structured team-based problems<br />Cases and i...
How we will measure?<br />Improve Quality<br />Obtaining Data<br />Parallel Sections (Traditional and Redesign)<br />Basel...
How have we supported?<br />Professional Development<br />NCAT and Sloan-C Conferences and workshops  - 3 groups of facult...
Risks       &       Rewards<br />Wildflowers or Weeds?<br />Principle-guided  Innovation<br />
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Course Redesign

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  • 1,100 empirical studies of online learning, 46 of which &quot;provided sufficient data to compute or estimate 51 independent effect sizes,&quot;
  • * 34 total redesign courses for Fall 2010 *6 redesign courses not offered for Fall 2010* Some redesign courses may be offered during Spring or Summer 2011 semesters, OR instructor may have reconsidered.* Some instructors are teaching both traditional and redesign sections.
  • Course Redesign

    1. 1. Course Redesign Initiative<br />Jack Dempsey<br />University of South Alabama<br />jdempsey@usouthal.edu<br />
    2. 2. WhyRedesign?<br />modernize systems<br />urban university<br />economic pressures<br />
    3. 3. Course Redesign Initiative<br />Principles:<br />Improve Quality<br />Increase Cost Efficiency<br />
    4. 4. Research Support<br />USDOE meta-analysis*<br />“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.”<br />“Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.”<br />*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009. <br />
    5. 5. Research Support<br />NCAT projects*<br />(redesign 30 institutions)<br />25 of 30 signif. increases in learning (others NSD)<br />Majority reported increased course-completion and lower DFW rates<br />Avg. cost reduction 37%<br />*National Council on Academic Transformation. <br />
    6. 6. Course Redesign Initiative<br />Focus<br />High enrollment courses<br />eLearning<br />usually blended format<br />
    7. 7. NCAT<br />30 institutions<br />30 course redesigns<br />affecting 50,000 students nationwide<br />Scope<br />U. South Alabama<br />37 redesign proposals (first round)<br />affecting estimated 4,400 undergrads<br />
    8. 8. Course Redesign Initiative<br />37 faculty Proposals respond to SVPAA’s call<br />Up to 18,000 annual course enrollments in 2011<br />Most pilots start fall semester<br />
    9. 9. Type of Redesign<br />
    10. 10. Models of Redesign Proposed<br />
    11. 11. Course Redesign Initiative<br />* 34 total redesign courses for Fall 2010<br />
    12. 12. Quality and Cost Efficiencies<br />operational cost reductions<br />combined sections <br />Fewer part-time Instructors & GAs<br />faculty reassignments<br />
    13. 13. Quality and Cost Efficiencies<br />Creative eLearning technologies <br />lecture capture<br />interactive instructional materials from publishers<br />online tutoring<br />guided examples<br />team case studies<br /> expert guests<br />
    14. 14. Quality and Cost Efficiencies<br />Active on-campus learning sessions<br />Structured team-based problems<br />Cases and inquiry learning scenarios<br />Oral and project presentations<br />Large group content review<br />Strategic quizzing; practice tests<br />Critiques and discussion<br />
    15. 15. How we will measure?<br />Improve Quality<br />Obtaining Data<br />Parallel Sections (Traditional and Redesign)<br />Baseline "Before" (Traditional) and "After" (Redesign)<br />Focus groups<br />Comparison of Methods<br />Student Success rates<br />Common Final Exams<br />Common Content Items Selected from Exams<br />Pre- and Post-tests<br />Student Work Using Common Rubrics<br />Cost Reduction<br />cost per Student<br />salary/credit hour production<br />increased course enrollment capacity<br />reduction in part-time instructors and GAs<br />
    16. 16. How have we supported?<br />Professional Development<br />NCAT and Sloan-C Conferences and workshops - 3 groups of faculty<br />OLL & PETAL workshops<br />Two-day Instructor Bootcamps<br />Course Redesign Website <br />Evaluation assistance<br />Redesign Academy (3 days w/ honorarium)<br />Redesign Faculty Get-Togethers<br />Direct Support<br />Institutional tools (iTunesU, Camtasia Relay)<br />Personal Tools (laptops, software)<br />E-Learning Assistant Program<br />
    17. 17. Risks & Rewards<br />Wildflowers or Weeds?<br />Principle-guided Innovation<br />

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