Learner-Centered%20Education%20Course%20Redesign%20Initiative

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Learner-Centered Education Course Redesign
Initiative

• Builds upon work of prior LCE grants
• Will award 10-15 grants of 40,000 - 50,000,
  with the option of up to 100,000, during FY
  2007-2008
• Focus large-enrollment, multi-section courses

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LCE CRI GOALS

• Adopt new ways to improve student learning
  outcomes
• Demonstrate these improvements through rigorous
  assessment
• Reduce institutional costs
• Free up instructional resources for other
  purposes
• Develop the internal capacity of Arizona faculty
  and staff to continue the redesign process

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WHERE ARE WE IN THE PROCESS?

• Jan 2007 Call to Participate issued
• Feb 20-21, 2007 Workshop 1 Orientation to
  Course Redesign (on each campus)
• Application Guidelines issued
• Mar 30, 2007 Course Readiness Deadline
• Apr 25, 2007 Workshop 2 Developing the
  Proposal
• May-Jun 2007 Course Teams Develop Final Plans
• Jul 1, 2007 Campuses Submit Final Proposals
• Jul 15, 2007 Grants Awarded
• Fall 2007 Campus Planning and Development
• Spring 2008 Campus Course Redesign Pilots
• Jun 2008 Interim Campus Reports due
• Jun 2008 Workshop 3 Mid-Course Sharing
• Summer 2008 Campus Revisions
• Fall 2008 Course Redesign Full Implementations
• March 2009 Final Campus Reports due
• April 2009 Workshop 4 Disseminating Results

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WHAT DOES NCAT MEAN BY COURSE REDESIGN?

• Course redesign is the process of redesigning
  whole courses (rather than individual classes or
  sections) to achieve better learning outcomes at
  a lower cost by taking advantage of the
  capabilities of information technology.

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PROGRAM IN COURSE REDESIGN

• 25 of 30 PCR projects improved learning the
  other 5 showed equal learning.
• 24 measured course completion rates 18 showed
  improvement.
• All 30 reduced costs by 37 on average, with a
  range of 15 to 77.

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ROADMAP TO REDESIGN

• 10 of 12 R2R projects improved learning the
  other 3 showed equal learning.
• 9 of 12 improved course completion rates.
• All 12 reduced costs by 32 on average, with a
  range of 13 to 68.

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Savings Summary
• Course Structure Form
• Planning Checklist

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FIVE REDESIGN MODELS

• Supplemental Add to the current structure
  and/or change the content
• Replacement Blend face-to-face with online
  activities
• Emporium Move all classes to a lab setting
• Fully online Conduct all (most) learning
  activities online
• Buffet Mix and match according to student
  preferences

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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FIVE PRINCIPLES OF SUCCESSFUL COURSE REDESIGN

• 1 Redesign the whole course
• 2 Encourage active learning
• 3 Provide students with individualized
  assistance
• 4 Build in ongoing assessment and prompt
  (automated) feedback
• 5 Ensure sufficient time on task and monitor
  student progress

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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ASSESSMENT GOAL

• To establish the degree to which improved
  learning has been achieved as a result of the
  course redesign.

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ESTABLISH THE METHOD OF OBTAINING DATA

• Baseline Before (traditional) and After
  (redesign)
• Parallel Sections Compare traditional sections
  and redesigned sections

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CHOOSE THE MEASUREMENT METHOD FIVE MODELS

• A. Comparisons of Final Exams
• B. Comparisons of Common Content Items Selected
  from Exams
• C. Comparisons of Pre- and Post- Tests
• D. Comparisons of Student Work using Common
  Rubrics
• E. Comparisons of Course Grades using Common
  Criteria

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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WHATS YOUR ENROLLMENT SITUATION?

• Is your enrollment stable or declining?
• Is your enrollment growing or projected to grow?

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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist

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COURSE PLANNING TOOL

• A decision-making tool that enables institutions
  to compare the before activities and costs (the
  traditional course) and the after activities
  and costs (the redesigned course)

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Instructional Costs per Hour
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Traditional Course Preparation
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Traditional Course Delivery
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NCAT PLANNING RESOURCES

• Five Models for Course Redesign
• Five Principles of Successful Course Redesign
• Five Models for Assessing Student Learning
• Cost Reduction Strategies
• Five Critical Implementation Issues

• Assessment Planning Forms
• Course Planning Tool
• Course Structure Form
• Course Savings Summary
• Planning Checklist