COTA Conference 2013

1. COTA Conference 2013 WELCOME Statewide Course Redesign Initiative Weisbrook and Slavings | February 1, 2013

2. Missouri Learning Commons Course Redesign Initiative • Chris Weisbrook Project Coordinator, UM System • Shanna Slavings MLC Scholar, Missouri Southern State University

3. A Bit of History • August 2010: Governor’s Higher Education Summit • Focused on four areas, one of which was “increased cooperation and collaboration” across the state

4. A Bit of History • October 2010: Statewide Conference on Academic Transformation and Collaboration • Provosts committed to contracting with the National Center for Academic Transformation (NCAT) to engage in a statewide course redesign initiative • Project name: Missouri Learning Commons • Partially funded by Next Generation Learning Challenges Grant (EDUCAUSE/Gates & Hewlett Foundations)

5. Objectives of Project • Redesign 13 high-enrollment introductory courses • Improve learning outcomes • Reduce costs • Share methodology of teaching courses and provide access to course materials to rest of institutions • Website is public: MissouriLearningCommons.org

6. Missouri Course Redesign Initiative: Courses • College Algebra (SEMO) • Princ. of Biology (MU) • Intro. to Psychology (MSU) • Chemistry I (S&T)  • Information Systems (UMSL) • Spanish I (SEMO) • Oral Communication (MSSU) • Princ. of Management (NMSU) • Intro. to Business (MWSU) • Dev. Algebra (HSSU) • College Algebra (UMKC)  • Intermediate Algebra (UCM) • Health &Fitness (Truman) • Basic English (Lincoln)  • Human Anatomy (UCM)

7. What is Course Redesign? • Process of remaking a course • to improve learning outcomes and • to lower costs by taking advantage of technology • Rethinking the way we deliver instruction using new technology

8. Five Principles of Redesign (NCAT Model) • Redesign the whole course • Encourage active learning • Provide students with individualized assistance • Build in ongoing assessment and prompt (automated) feedback • Ensure sufficient time on task and monitor student progress

9. 1. Redesign the whole course • The whole course--rather than a single class or section--is the targetof redesign. • All faculty can incorporate feedback from the teaching and learning process to improve the course.

10. 2. Encourage active learning • Lectures are replacedwith an array of interactive materials and activities. • Technology-based resources help students engage with course content. • Active learning environments are created within lecture hall settings.

11. 3. Provide students with individualized assistance • Models replace or supplement lectures with activities in labs staffed by faculty, teaching assistants and/or peer tutors. • Help also may be available online. • An expanded support system helps students feel that they are a part of a learning community, which is critical to persistence, learning, and satisfaction.

12. 4. Build in ongoing assessment & prompt (automated) feedback • Increased feedback leads to increased learning. • Models uses computer-based automated assessment strategies – provides more frequent feedback. • Students receive specific information on their performance, leading to more efficient time on task and better learning. • Faculty can monitor student performance and can take timely corrective action.

13. 5. Ensure sufficient time on task & monitor student progress • Redesigns add greater flexibility in the course, but courses are NOT self-paced. • Students need structure– especially freshmen! • Courses include a concrete learning planthat require students to master specific learning objectives according to a schedule.

14. Models of redesign • The Supplemental Model • *The Replacement Model • *The Emporium Model • Fully Online Model • *The Buffet Model • The Linked Workshop Model

15. The Replacement Model • The Replacement Model • replaces some in-class time with out-of-class, online, interactive learning activities (reduces the number of in-class meetings) and • may make significant changes in remaining in-class meetings. • Also called “blended” or “hybrid”

16. The Emporium Model • The Emporium Model replaces lectures with a learning resource center model featuring • interactive computer software • on-demand personalized assistance

17. The Buffet Model • The Buffet Model customizes the learning environment for each student based on • background • learning preference, and • academic/professional goals • Offers students an assortment of individualized paths to reach the same learning outcomes.

18. Oral Communication – Replacement Model Shanna Slavings Assistant Professor, Communication Department Missouri Southern State University

19. Evolution of Teaching & Learning • The basic fundamentals of public speaking remain the same = language Carrier pigeons http://www.youtube.com/watch?v=pFGq0j4u15s

20. Why Redesign? • Problems with the original course • Course drift • Staffing • Solutions provided by redesign • Standardized course objectives and assessments • Dramatic decrease in the need for adjunct instructors

21. Redesign Model • Replacement Model • Reduces the number of in-class meetings • Replaces in-class time with online, interactive learning activities • Your SpeechClass • Corley Auditorium • Monday section & a separate Tuesday section • CALL • Communication Assessment and Learning Labs • Supervised with Learning Assistants • Gives all students online access

22. Redesign the Whole Course • Syllabus • Assignments • Rubrics • Class size • Student accountability • Flexible schedule for students • Learning styles

23. Encourage Active Learning Bedford Speech Outliner • Your Speech Class • Bedford/St. Martin’s • Speech outliner • Rubric functionality

24. Encourage Active Learning SpeechClass Rubric Functionality

25. Provide Students with Individualized Assistance Bedford Tech Support Progress Reports Learning Assistants

26. Build in Ongoing Assessment and Prompt Feedback • Students: • Course reports through SpeechClass • Course: • iDEA forms • Progress on relevant objectives • Raw = 3.5 & Adj. = 4.0 • Learning to apply course material (to improve thinking, problem solving, and decisions) • 57% reported substantial or exceptional progress • Developing skill in expressing myself orally or in writing • 63% reported substantial or exceptional progress

27. Build in Ongoing Assessment and Prompt Feedback SpeechClass Video Quizzes

28. Build in Ongoing Assessment and Prompt Feedback Bedford Speech Annotator

29. Ensure Sufficient Time on Task and Monitor Student Progress • The class reports functionality lets us run quick and easy reports to monitor student: • Progress • Participation • Identifies students who: • Are at risk in the course • Have high speech anxiety • Procrastinate

30. Cost Comparison • Fall 2011 Adjuncts • 19 sections total = $34,200.00 • $1800.00 per section • Of the 19: two online, one honors, one education • Fall 2012 Adjuncts • 4 sections total = $7,200.00 • $1800.00 per section • Of the 4: two online, one honors, one education • Difference = $27,000.00

31. Outcomes

32. Evolution of Teaching & Learning A Brief History of Communication (1:49) http://www.youtube.com/watch?v=rDkxsNmKDGk

33. Contact Information MSSU Bedford Laura Davidson ldavidson@bedfordstmartins.com Marc Barrington mbarrington@bedfordstmartins.com • Shanna Slavings • Primary Contact • Slavings-S@MSSU.edu • 417-625-9654 • Kelly Larson • Department Chair • Larson-K@MSSU.edu http://oralcommredesign-laresource.weebly.com/