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5 Course Design Tips to Increase Engagement and Outcomes

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Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.

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5 Course Design Tips to Increase Engagement and Outcomes

  1. 1. 1 The Journey to Digital Professional Development Series October 21, 2015 5 Course Design Tips to Increase Engagement and Outcomes
  2. 2. 2 Questions and Comments
  3. 3. 3 Today’s Presenter Dr. Greg Gellene Texas Tech University Lubbock, Texas
  4. 4. 4 Greg’s Story 1990s LCD projection panel (8 shades of magenta!) WebAssign - /X 2000s Connect (McGraw-Hill) OWL (v1) 2014 MindTap
  5. 5. 5 My 5 Course Design Tips 1. Put your students at ease 2. Homework: think “how structured” vs. “how much” 3. Use instructional (contextual) assignments 4. Abandon the weekly homework paradigm 5. The Booster Shot Session
  6. 6. 6 Tip #1: Put Your Students at Ease  What excuses for learning do you hear at the beginning of the term?  Try a pep talk  Help students get comfortable early  Keep students comfortable
  7. 7. 7 Tip #2: Homework: Think “how structured” rather than “how much” “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.” Herbert Simon Nobel Laureate, Economics 1978  Most of what students “do” is homework – Help them do more  Distribution and timing of assignments  Tip #4
  8. 8. 8  A common approach  What could go wrong  What can help bridge the gap Tip #3: Use Instructional (Contextual) Assignments
  9. 9. 9 Tip #3: Use Instructional (Contextual) Exercises
  10. 10. 10 Tip #3: Use Instructional (Contextual) Exercises
  11. 11. 11 Tip #4: Abandon the Weekly Homework Paradigm  Approach • Each Assignment 2-3 hours • New assignments MWF • Rarely asked for an extension  Benefits • High homework completion • Students are prepared for lecture • “Auto” flipped classroom
  12. 12. 12 Tip #4: Abandon the Weekly Homework Paradigm 0% 10% 20% 30% 40% PercentofStudents Percent Homework Completed Distributed Homework (Bi-)weekly Homework 0% 10% 20% 30% 40% 50% A B C DFW PercentofStudents Course Grade Distributed Homework (Bi-) Weekly Homework Value of Distributed Homework – First implementation in 2013
  13. 13. 13 How I used to think online homework systems led to content mastery: Tip #5: The Booster Shot Session incorrect Assignment Correct Answer and Feedback Content Mastery correct Answer Newly generated question(s)
  14. 14. 14 Tip #5: The Booster Shot Session 0 – 1 time through the loop  Long-term memory 2+ times through the loop  Medium-term memory (at best) What I learned seemed to be going on
  15. 15. 15 0% 10% 20% 30% 40% 50% 60% 70% 18 20 22 24 26 28 30 32 34 %DFWinCHEM1307 CPE Score Without Support With Support p < 0.001 p > 0.10  Weekly, highly interactive Clicker-based sessions  Reinforce problem solving techniques and concept understanding  ~20 multiple choice questions  Results: Tip #5: The Booster Shot Session
  16. 16. 16 Outcomes and Student Feedback 0% 10% 20% 30% 40% A B C DFW 10.6% 20.1% 27.6% 41.7%42.5% 29.5% 12.3% 15.8% %Students CHEM 1307 Grade Face-to-Face DistanceMindTapMastering
  17. 17. 19 The Journey to Digital Professional Development Series September 24, 2015 Incorporating Technology to Strengthen Critical Minds

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