The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.

1. Turning Large-Lecture Lemons into Lemonade: Effectively
Transforming the Large-Lecture Format into an Active,
Engaging, Collaborative Learning Environment!
Rutgers Online and Hybrid Learning Conference – January 2015 1
Presented By:
Denise Kreiger, Instructional Design and Technology Specialist, denise.kreiger@rutgers.edu
Sharon Stoerger, Ph.D., ITI Program Director, sharon.stoerger@rutgers.edu

2. Introductions . . .
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Denise Kreiger is an Instructional Design and Technology
Specialist in the School of Communication and Information
(SC&I) at Rutgers University. Denise works with and supports
approximately 260 instructors – full-time faculty, part-time
faculty, staff, and doctoral students – to design, develop, and
teach courses in a variety of delivery formats – classroom-
based, web-enhanced, hybrid, and fully online.
Sharon Stoerger, Ph.D. is the Director of the
Information Technology and Informatics
program and Asst. Teaching Professor in the
School of Communication and Information
(SC&I) at Rutgers University. She is also a
member of the Curriculum Committee in the
Library and Information Science Department
and works closely with undergraduates.

3. Transforming the Recipe . . .
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I’d really like to try
something new with my
large-lecture hall
course . . .
Yeah, I’d like to make
mine more student-
centered and engaging,
but how?
Girlfriends, we need
some new, fresh
ingredients in our
recipe!
(image source: Shutterstock, http://shutterstock.com/)

4. Existing Course Model . . .
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§ ITI 189:103 Information Technology and Informatics – the “gateway”
course for the undergraduate Information Technology and Informatics (ITI)
major at Rutgers.
§ High-enrollment course (275 going to 450 students!) offered each
semester.
§ Offered to SC&I students and Rutgers-wide students (course is part of the
Rutgers Core Curriculum).
§ (2) scheduled Face-to-Face classes each week.
§ Large auditorium setting.
§ Largely lecture-based.
§ Traditional assessments (Scantron exams,
individual papers).
(image source: Shutterstock, http://shutterstock.com/)

5. Why Transform the Large-Lecture Hall Course?
§ Move towards a student-centered approach (beyond a ‘lecture-
based’ approach) to encourage deeper learning.
§ Transition from traditional assessments (exams, papers) to more
authentic assessments that add more student engagement,
collaboration, and active learning.
§ Give students some ‘hands-on’ experience in working with the
technologies learned about in the course and be able to
demonstrate digital fluency skills.
§ Investigate alternative course delivery options (as a ‘gateway’
course to the ITI program, a “Hybrid” format was not an option at
this time).
§ Update content (textbook outdated from 2005).
§ Measures taken to add interactivity through student response
systems (i.e., “clickers) were not enough to sustain student
participation beyond the class and not all students responded
thoughtfully.
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Instructor’s Goals:
(image source: Shutterstock, http://shutterstock.com/)

6. Collaborative Partnership
§ Course instructor/ITI Program Director
(Sharon) and SC&I’s instructional
designer/technologist (Denise) partnered
to redesign the course in a new direction.
§ 6-month intensive course redesign/
development project in Spring-Summer
2014.
§ New redesign was launched in Fall 2014.
§ IRB Research Study was approved in
September 2014; data evaluation in
Spring 2015.
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(image source: Shutterstock, http://shutterstock.com/)

7. New Course Model is Informed By . . .
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• Wiggins & McTighe’s
Backwards Design Model
• Transformational
Learning Theory
• Community of Inquiry
• Bloom’s Taxonomy and
Course Alignment
• Quality Matters Design
Standards
Student Learning Drives the Course Design Process to Create an
Engaging, Collaborative Learning Environment!
(image source: Shutterstock, http://shutterstock.com/)

8. New Course Model . . .
§ (2) scheduled face-to-face classes each
week with ~ 450 students (as in the existing
course)
§ A new robust web-enhanced component
through the “Sakai” learning management
system
– All course materials, activities, and
assessments were moved online into
Sakai
– Intuitive course structure that is easy to
navigate and facilitates independent
learning
– A seamless “blended” feel that is more
commonly found in smaller classes
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(image sources: Shutterstock, http://shutterstock.com/ and Creative Commons, http://www.flickr.com/photos/mmj171188/3358232491/)

9. New Instructional Strategies . . .
§ “Virtual” teams were established to facilitate post-class work online and create a sense
of community.
§ Social technologies (Wikispaces, Twitter, Diigo) were integrated to foster collaborative
activities and assignments and socially-connected learning experiences.
§ Provide students with ‘hands-on’ experience in working with selected technologies
learned about in the course and to be able to demonstrate digital fluency skills.
§ Higher-order thinking/skills were added through online discussions, peer-reviews, and
self-reflection for deeper learning.
§ Deconstructed major assignments to guide students through the learning process and
increase student accountability.
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A Student-Centered “Online” Learning Environment to Complement the Classroom:

10. Redesigned Course Assessments . . .
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Key Assessments include:
• In-Class Participation (iClickers)
• Google Gotcha! Activity/Discussion
Board
• Hashtag Activism Collaborative Wiki
Project (groups) with Peer-Reviews
and Reflections in Discussion Board
• Emerging Tech. Innovations
Infographic Project (individual)
• (2) Exams: Mid-Term and Final
(image source: Shutterstock, http://shutterstock.com/)
. . . And Rubrics were designed for all key assessments to communicate
expectations and to ensure consistent, objective grading among the instructor and
the 5 Graders.

11. New Course Model: Unit-Based Course Structure
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Using
Sakai’s
“Lessons”
tool, the
course is
structured
into units
(each unit is
~ week) and
includes ALL
in-class &
post-class
materials,
activities, &
assessments
For example, Unit 5 includes lectures, readings, and a “Google Gotcha!” Discussion Board
activity. 26 Discussion Boards were created to “group” students (~ 16 students in a group)
with restricted access.
Creating a single,
seamless learning
environment!

12. Major Projects are Self-Contained in Units & Deconstructed
12
Hashtag
Activism Group
Wiki Project:
Spans multi-
weeks; Stages
1-3 are
deconstructed;
dropbox
‘assignments’
and discussion
board ‘peer-
reviews’ are
integrated for
students in ONE
unit for easy
access.

13. Let’s Look at the Course in Sakai . . .
13

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(image source: http://www.scientificamerican.com/article/psychologists-getting-liberals-to-agree-really-is-like-herding-cats/
Lessons Learned & Outcomes – Instructor Perspective . . .
• Logistics/sheer numbers created a “herding cats”
phenomenon.
• Myth of large-lecture hall & students’ mindset – expecting
a passive transfer of information with traditional
assessments.
• Growing pains (“birthing”) in becoming co-constructors of
knowledge & co-owners of learning.
• Myth of the ‘tech-savvy’ student - social media use does
not equate to technology use for academic work.
• Steep learning curve - training “graders” in the key
assignments and applying rubrics for grading.
• New assessments were valuable and relevant designed
for real-world experiences, technology use, &
collaboration.

15. Lessons Learned & Outcomes – Student Perspectives . . .
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• Mixed student reactions ‘in the moment’ –
ranging from ‘love it’ to ‘hate it.’
• Collaborative Wiki project – was a
challenge for some (although final projects
were impressive!).
• Individual Infographic project – was
embraced by most (final projects
exceeded expectations!).
• Students (esp. young women) showed an
increased interest in learning about
technology and the ITI program.
• Student feedback from end-of-course
Survey were favorable (upon reflection).
(image source: Shutterstock, http://shutterstock.com/)

16. Outcomes – Wiki Project: Student Perspectives
16

17. Outcomes – Infographic Project: Student
Perspectives
17

18. Outcomes – Knowledge & Skills: Student
Perspectives
18

19. Outcomes: Sample Wiki
19

20. Outcomes: Sample Infographic . . .
20

21. Future Direction . . .
21
(image source: Shutterstock, http://shutterstock.com/)
• Redesigned the collaborative Wiki project
(Hashtag Activism) into “chunked”
Discussion Boards for same project –
retained research, collaboration, knowledge
sharing, and communication with smoother
logistics (all in the LMS)
• Discussion Boards (4) are now key
assessments and provide collaboration and
community-building experiences.
• Keep the Infographic Project!

22. Any Questions? . . .
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(image source: Shutterstock, http://shutterstock.com/)

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Feel free to contact us at:
Denise Kreiger: dkreiger@rutgers.edu
Sharon Stoerger: sharon.stoerger@rutgers.edu

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