NE large clas1

Large Course Redesign: 

Large Course Redesign Techniques for Improving Teaching Effectiveness. Is there also a cost savings? Phillip D. Long, Ph.D. MIT

Agenda: 

Agenda Summary of studies suggesting cost savings Critical review of findings Relationship between the data and NE goals and objectives

The Data: 

The Data The Program in Course Redesign

Pew Study: 

Pew Study Focus on large introductory courses with the potential to impact a significant number of students and achieve substantial cost savings. http://www.center.rpi.edu/PewGrant.html

First Round: 

First Round ◦ Indiana University-Purdue University at Indianapolis (IUPUI): Sociology ◦ Penn State University: Elementary Statistics ◦ Rio Salado College: Mathematics ◦ University at Buffalo (UB): Computer Literacy ◦ University of Central Florida (UCF): American Government ◦ University of Colorado-Boulder (UC): Astronomy ◦ University of Illinois at Urbana-Champaign (UIUC): Statistics ◦ University of Southern Maine (USM): Psychology ◦ University of Wisconsin-Madison (UW): Chemistry ◦ Virginia Tech: Linear Algebra l

Ways to Reduce Costs: 

Ways to Reduce Costs There is no magic: Reduce instructional resources while keeping enrollments constant Increase course enrollment while keeping course expenditures constant Reduce the number of repetitions required to pass the course

Keep Tracking CMS Developments: 

Keep Tracking CMS Developments Open Source CMS activities - Stanford - CourseWorks UMich - CHEF Indiana University - OnCourse MIT - Stellar Now “Sakai” - http://www.sakaiproject.org/sakaiproject/

Engage CMS Vendors: 

Engage CMS Vendors Advocate for software tools and behavior you need Bb (your primary CMS) WebCT (Bb’s primary competitor) Etc..

Drop-Failure-Withdrawal Rate Reduction: 

Drop-Failure-Withdrawal Rate Reduction Penn State DFW rate decreased from a rate of 12% in the traditional course to 9.8% IUPUI reduced the DFW rate from 38.9% to 24.8%. Rio Salado increased completion rates from 59% to 64.8% USM reduced DFW from 28% to 19% Virginia Tech, increased completion course completion rates from 80.5% to an average of 87.2% 5 projects demonstrably reduced DF

Increase enrollment, keep course costs constant: 

Increase enrollment, keep course costs constant IUPUI, USM - increased section size Rio - increase number of sections using course assistants to supplement faculty

Reduce/substitute resources while keeping enrollment constant: 

Reduce/substitute resources while keeping enrollment constant Substitute online tutorials for staff-led tutorials* UW developed 37 web-tutorials for chemistry, as well as using those developed at UIUC by Stanley Smith Virginia Tech has made significant investments in web tutorials, streamed lectures, etc. - e.g., Math Emporium (http://www.emporium.vt.edu/) *Initial cost of developing online tutorial material offset by repeated use

Reduce instructional resources while keeping enrollments constant: 

Reduce instructional resources while keeping enrollments constant theme “relentless automation” Online Course Management Systems Online Automated Assessment of Exercises, Quizzes, and Tests Online Tutorials

Reduce instructional resources while keeping enrollments constant: 

Reduce instructional resources while keeping enrollments constant theme “effective use of resources” Sharing resources Staffing Substitutions Reduction of Space Requirements

Reduce resources while keeping enrollment constant: 

Reduce resources while keeping enrollment constant Use of Undergraduate Learning Assistants UC and UB used ULAs in place of GTAs to achieve cost savings. Significant benefits to using students to teach mentor other students; also see TLT Group STA Program /http://www.tltgroup.org/programs/sta.html

Continuous Assessment & Feedback: 

Continuous Assessment & Feedback automated (computer-based) assessment and feedback repetition and frequent feedback quizzes

Institutional Readiness: 

Institutional Readiness Decisions about curriculum in the department, program, or school must be made collectively The faculty must be able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation. Avoid ‘not invented here’ syndrome The institution must have established ways to assess and provide for learner readiness to engage in IT-based courses.

Measuring Costs: 

Measuring Costs Measuring costs of the traditional course Measuring personnel costs Instructional costs of redesigned course The tool (http://www.center.rpi.edu/PewGrant/CPtool.xls)

Assumptions: 

Assumptions Developmental costs are *not* included - why? To encourage schools to invest in technology-based course development ROI is from the redesigned course Funds for the redesign can be found from a variety of sources, including one-time funds

Assumptions: 

Assumptions Support Services, admin overhead, infrastructure and equipment costs are *note* include These are considered constant - you’re making these investments anyway

Assumptions: 

Assumptions Who captures the cost savings? This tool makes no assertion of whether the department or the institution receives the savings.

The Calculation-Traditional Course: 

The Calculation-Traditional Course STEP 1 – Instructional Costs of Traditional Course Identify the tasks associated with preparing and offering the course in a traditional format and the categories of personnel involved. STEP 2 – Costs per hour Determine all personnel costs expressed as an hourly rate. STEP 3 – Instructional Costs of Traditional Course Enter the hourly rate on the third line of the spreadsheet. STEP 4 - Instructional Costs of Traditional Course Determine how much time each person involved in preparing and offering the course in a traditional format spends on each of the tasks. The costs of the traditional course will be calculated by the spreadsheet (multiplying the hours spent on each task by the hourly rates as determined in Step 2.)

The Calculation -Redesigned Course: 

The Calculation -Redesigned Course Repeat 1-4 with redesigned course data COMPARE

An Example: UIUC Statistics: 

An Example: UIUC Statistics

Traditional Course: 

Traditional Course 15 week term 4 sections of 60 students each taught by 1 faculty member 39 sections of 35 stds. each taught by 13 TAs 3 contact hours per week (3 lectures) Faculty teaches 4 sections per year, gives lectures, makes exams with TAs, coordinates TAs 1 Head TA teaches 3 sections per year, assists faculty and coordinates class 12 TAs teach 3 sections per year, give lectures, create exams, do grading and end-of-term project

Redesigned Course: 

Redesigned Course 15 week term 6 lecture sections of 266 stds. per year 2 hours optional f-2-f lecture per week Online activities in place of lectures 1 hour optional lab time per week to facilitate team meetings 1 faculty course coordinator teaches 6 sections per year, delivers optional lectures, coordinates course and TAs 1 head TA assists faculty, coordinates other TAs, provides online help and creates exams 8 TAs facilitate optional computer lab sessions for 6 sections per year, grade end-of-term projects, monitor class web board, respond to email

Redesign Key Features: 

Redesign Key Features Learning through practical examples in team setting and project orientation Automate grading and data analysis of components of the projects TAs move from presenters to consultants/coaches Work graded on team basis Formulation of projects is central; students and TAs must engage in cooperative learning “By automating as much of the grading as possible in order to shift TA time to consultation on and assessment of team projects, the redesign will allow a writing emphasis that is generally difficult to achieve in a high-enrollment, introductory course.”

Northeastern’s Course Redesign Efforts: 

Northeastern’s Course Redesign Efforts