redesigning computer literacy arizona state university tempe,arizona toni farley toni@asu.edu...
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Redesigning Computer LiteracyArizona State University
Tempe,Arizona
Toni Farleytoni@asu.edu
Redesign Alliance Conference
March 23, 2009
Orlando, Florida
03/22/09 Slide 2
Annual Enrollment Capacities
Traditional Model 8 lecture sections (capacity 270) 2160 students
Redesign – Per Semester 4 hybrid sections (capacity 300) 2 online sections (capacity 500) 2200 students
03/22/09 Slide 3
Motivation for Redesign
Update Content and Delivery Traditional course is outdated in content and
delivery methodsReduced Costs
Traditional course incurs significant per student cost due in part to duplicated resourcesInstructorsGraduate Teaching Assistants (TAs)Graders
03/22/09 Slide 4
Redesign Summary
Update content and learning objectives Cover modern methods and technologies Promote self-guided learning to prepare students
beyond the completion of the courseRedesign delivery to support dual objectives
Modern learning environmentA technology based delivery
Decrease in delivery costsEfficient, sustainable delivery structure
03/22/09 Slide 5
Updated Content
Traditional Course 4 paper-based, multiple choice exams based on computer
technology too introductory for today's tech-savvy students 12 assignments in Microsoft Word, Excel, and FileMaker
Pro, submitted in hard copy Redesigned Course
9 online quizzes demonstrating understanding of modern computing concepts
7 self-guided learning assignments applying computing concepts and computer-driven problem solving techniques, submitted via various online methods
4 major projects requiring substantial independent inquiry, submitted via various online methods
03/22/09 Slide 6
Updated Delivery
Traditional Model 2 lectures per week Open lab hours for assistance, staffed by TAs and graders Assignments turned in hard copy during lecture – graded by
graders, and returned hard copy during lecture Paper-based, multiple choice exams completed in lecture
Redesign Model 1 optional lecture per week, all content on Blackboard Scheduled guidance in lab, staffed by Undergraduate
Learning Assistants (ULAs) Discussion board available for assistance daily All assignments, quizzes and projects submitted via the Web
03/22/09 Slide 7
Learning Outcomes
Traditional Sections Average of 26% of students earned 70% or more
Redesigned Sections Average of 65% of students earned 70% or more,
on a demonstrably more difficult course
03/22/09 Slide 8
Student Satisfaction
Surveys show strong improvement in student satisfaction for redesigned model Average course evaluations
Traditional Model – 3.6Redesigned Model – 3.92
When provided an opportunity to give open ended, blind feedback about the course, many students commented positively on the amount of knowledge and skills they acquired, far in excess of what they had expected.
03/22/09 Slide 9
Cost Savings Per Semester
TraditionalTeaching
2 sections – Lecturer 2 sections – Faculty
AssociatesStaff
2 TAs 6 graders
1120 hours
RedesignTeaching
1 Course Coordinator (Lecturer)
Staff 1 TA 3 ULAs
480 hours
Decrease in cost per student from $50 to $28
03/22/09 Slide 10
Delivery to Achieve Cost Reduction
75% of grading automated Online quizzes and assignments ~ 40% In-house programs ~ 35%
Major individual projects: partial automated grading
ULAs paid higher than graders Able to attract more qualified student staff
Provide better support to learners – students prefer ULA guidance to TA guidance
Ability to work with automated grading tools
TA fully utilized to assist instructor
03/22/09 Slide 11
Sustainability
The entire course is packaged in Blackboard to copy from semester to semester Course manual provided with complete instructions
for delivering course All simultaneously offered sections share same
Blackboard site and instructorCourse design successfully transferred to new
instructor, with very positive feedback
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