Next generation course redesign:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York, NY [u.a.]
Lang
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturangaben |
| Beschreibung: | XII, 135 S. Ill., graph. Darst. 23 cm |
| ISBN: | 9781433106811 |
Internformat
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| 245 | 1 | 0 | |a Next generation course redesign |c Philip M. Turner ; Ronald S. Carriveau |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Next generation course redesign
Autor: Turner, Philip Michael
Jahr: 2010
CONTENTS
INTRODUCTION 1
ONE WHY COURSE REDESIGN? 3
Higher Education and Change 3
The Perfect Storm 5
Success or lack thereof 5
Demographics 6
Financial 6
Knowledge about students and how they learn 6
Accountability 7
Thriving in the Storm 8
Conclusion 8
TWO WHAT DO WE KNOW ABOUT COLLEGE
STUDENTS AND HOW THEY LEARN ? 9
The Brain and Learning 9
The role of neural networks 9
Increasing the probability that learning occurs 11
Role of the teacher 12
Deep and Surface Learning 12
Why is deep learning better than surface learning? 12
Teaching for deep learning 14
Student Engagement 14
What is student engagement? 15
How are students engaged? 15
Cognitive Development 15
Kegan s stages of cognitive development 16
Encouraging cognitive development 16
VIII
CONTENTS
The Net Generation
Characteristics of the Net Generation
How do Millenniais learn best?
Conclusion
THREE THE NEXT GENERATION COURSE
REDESIGN™ PROJECT
National Context of Course Redesign
The Evolution of Course Redesign at UNT
The Blended Learning Projects
The QEP: Making Big Classes Better
Next Generation Course Redesign™ emerges
The Next Generation Course Redesign™ Process
Goals of the NGen Process
NGen Process logistics
NGen Request for Proposals
NGen Community of Practice
Official NGen events and activities
Retreats
Monthly meetings
Presentations to internal and external audiences
Formal and informal training
The NGen Course
Goals of NGen courses
Characteristics of an NGen course
Carefully-crafted Student Learning Outcomes
that include higher level learning
An assessment plan with test items
A research-based blend of instructional approaches
Conclusion
FOUR OUTCOME BASED ASSESSMENT AND
COURSE REDESIGN
Step 1: Developing the Outcome Statements
Outcomes and Assessment Defined
SLOs and measurability
The goal-outcome hierarchy
Possible sources for Goals, GO s and SLO s
17
17
18
19
21
21
22
22
24
25
25
25
26
27
28
28
29
30
33
34
35
35
36
36
37
39
40
41
41
41
42
42
43
CONTENTS IX
Step 2: Developing the Test Specifications Plan 44
Step 3: Writing and Validating Test Items 45
Item writing rules and guidelines for selected
response and constructed response items 45
Test score validity 45
Validating selected response test items 46
Validating constructed response test items 47
Step 4: Evaluating Redesigned Courses and Programs 47
Preference for course format 48
Student attitude toward subject of the course 48
Learning Environment Preferences (LEP) survey 48
Final score distribution 49
Outcome attainment values 49
Surveys used to gather information for the
evaluation of the N-Gen program 50
Survey of Course Evaluation by Instructor Who
Designed and Taught the Course 50
Survey of Course Evaluation by Instructor Who
Taught the Course But Did Not Design It 50
Survey of Course Evaluation by Department
Chairs and Deans of Redesigned Courses 50
Adoption of Courseware Survey for
Faculty Members 50
Community of Practice Survey 51
Conclusion 51
ENABLING COURSE REDESIGN 53
Barriers to Course Redesign 53
Guidelines for a Successful Course Redesign Process 54
Identify the problem and propose
the solution (carefully) 54
Select the right leader 55
Plan for the long term 55
Decide whether to target a single department or
an entire institution 55
Decide whether to redesign a single section or
every section of the course 56
Plan for the short term 57
CONTENTS
SIX
Obtain support at all levels of the institution 58
Create an effective Community of Practice 59
Bring together faculty and support staff to
ensure initial success 59
Provide the necessary support 60
Provide training 60
Provide structure 60
Provide incentives 61
Focus relentlessly on assessment 62
Get and keep the word out 63
Use a variety of channels and activities to
disseminate course redesign project information 63
Address the scheduling and space challenges 64
Recognize and reward effective teaching 65
Changing the reward structure for
tenured/tenure-track faculty 66
Developing a career track for instructors 66
Developing a separate administrative unit 66
Conclusion 67
NEXT GENERATION COURSE REDESIGN™
IN PRACTICE: FIVE CASES 69
Case Study: Redesigning Principles of Biology I 70
Background of Redesign 70
Synopsis of Redesigned Course 70
Creating the Foundation: Student Learning
Outcomes and Assessment 71
The Pedagogy 72
Lecture 73
Online 73
Recitation 74
Results 75
Concept inventory 75
Student success 76
Student Assessment of Learning Gains 76
Surveys 77
Sustainability and Replication 77
The N-Gen Process 78
CONTENTS XI
Case Study: Redesigning Communicating in Business 79
Background of redesign 79
Synopsis of redesigned course 79
Creating the foundation: Student learning
outcomes and assessment 80
The Pedagogy 81
Pre-Tests and Post-Tests 82
Textbook readings 82
Lectures and in-class exercises 82
Team project 83
Online activities 84
Exams 84
Results 84
Evidence of student support for the innovation 84
Evidence that the innovation enhances
teaching effectiveness 85
Evidence of peer recognition for the innovation 86
Sustainability and replication 86
The N-Gen process 87
Case Study: Redesigning Art History Survey II 89
Background of redesign 89
Synopsis of redesigned course 89
Creating the foundation: Student learning
outcomes and assessment 91
Institutional 92
Departmental 93
Course 93
Module 94
The Pedagogy 96
Lectures 96
Online and other out of class activities 96
Small group work 97
PBL-inspired challenge 98
Results 98
Sustainability and replication 99
The N-Gen Process 100
Case Study: Redesigning World Literature 101
Background of redesign 101
XII
CONTENTS
Synopsis of redesigned course 101
Creating the foundation 102
The Pedagogy 104
Lecture 104
Online 105
Experiential small-group learning 105
Results 107
Summative Exams 107
Surveys 107
DFW Rates and Costs 110
Sustainability and replication 111
The N-Gen Process 111
Case Study: Redesigning U.S. History 112
Background of redesign 112
Synopsis of redesigned course 113
Creating the foundation: Student learning
outcomes and assessment 114
The Pedagogy 115
Lecture 115
Online 118
Results 119
Sustainability and replication 120
REFERENCES 123
INDEX 127
|
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| isbn | 9781433106811 |
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| spelling | Turner, Philip M. Verfasser aut Next generation course redesign Philip M. Turner ; Ronald S. Carriveau New York, NY [u.a.] Lang 2010 XII, 135 S. Ill., graph. Darst. 23 cm txt rdacontent n rdamedia nc rdacarrier Literaturangaben Curriculum (DE-588)4010781-4 gnd rswk-swf Hochschulbildung (DE-588)4160198-1 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Hochschulbildung (DE-588)4160198-1 s Curriculum (DE-588)4010781-4 s DE-604 Carriveau, Ronald S. Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020623297&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Turner, Philip M. Carriveau, Ronald S. Next generation course redesign Curriculum (DE-588)4010781-4 gnd Hochschulbildung (DE-588)4160198-1 gnd |
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| title | Next generation course redesign |
| title_auth | Next generation course redesign |
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| title_full | Next generation course redesign Philip M. Turner ; Ronald S. Carriveau |
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| title_full_unstemmed | Next generation course redesign Philip M. Turner ; Ronald S. Carriveau |
| title_short | Next generation course redesign |
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