making an im:pact by partnering with faculty (166229687)
TRANSCRIPT
7/29/2019 Making an IM:PACT by Partnering with Faculty (166229687)
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Donalee Attardo, PhD
Pat Reid, EdD
Teaching & Learning
Technologies
Information Technology at
Purdue (ITaP)
INSTRUCTION
MATTERS:
PURDUEACADEMIC
COURSE
TRANSFORMATION
March 18, 2013
MAKING AN IM:PACT
BY PARTNERING
WITH FACULTY
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IM:PACT BACKGOUND AND MISSION
The overarching goal of IMPACT is to
transform large enrollment foundational
courses in order to achieve a more
student centered learning environment through active and collaborative
learning as well as other student
centered teaching and learning
practices and technologies.
”
“
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IM:PACT 2010 - 2013
• 63 courses, mostlylower-level, large-enrollmentcourses
• 10 of 11 collegesrepresented
• 68 faculty
• 25,000 students
0
5,000
10,000
15,000
20,000
25,000
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IM:PACT 2010 - 2013
Financial Support:
Provost’s Office, PurdueExtended Campus
Support Staff
contribution: CIE,Libraries, and ITaP
Assessment Resources:DLRC, CIE, ITaP, andProvost’s Office
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Redesigned
Course
FLCcohort
community
IMPACTsupportteam
Weeklyparcipaon
inFLCsessions
Courseredesignplan
Emphasisonlearning
outcomesandassessment
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Teachers need to integrate technology
seamlessly into the curriculum instead of
viewing it as an add-on, an afterthought, or anevent. – Heidi-Hayes Jacobs
•
Teaching & Learning Initiatives team: 8 staff • Purdue-developed Studio Suite
• Technology interwoven through FLC sessions –
model what we preach
THE ROLE OF TECHNOLOGY
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Faculty learn about active and collaborative learning
P h o t o b y l a u n o 2 0 1 0
Design activities for a student-
centered learning environment
Outcomes: student engagement,confidence, and increases in specificlearning outcomes and higher-ordercritical thinking
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FacultyLearning
Communies
Supportwith
campus-wide
resources
Bestpracces
andsound
research
Shareresults,
reflect,
renew
OUR SPRING CURRICULUM
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OUR SPRING CURRICULUM
IM:PACT COURSE DESIGN MODEL
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FLCWorkshopfocus Technology
Chickering&Gamson’s7principles/technology
overview,Buildingcommunity/IntrotoCourse
Design
Techoverview.IntrotoBB9,TPACK
LearnerCharacteristics Qualtrics
OutcomesandObjectives CourseEval,BBdiscussion
CoreCurriculumandIMPACTCourses Passport
Modelsforcourseredesign BbLearnShowcasecourse,Kaltura
EvaluatingStudentPerformance(2sessions) CourseEval,iClicker,BBassessments,
DoubleTakeandGradient(Studioapps),
IDP,Respondus
InformationLiteracy Confluence,Searchtechniques
Activelearningtechniques&team-based,cased-
based,andproblem-basedlearning
AdobeAcrobatConnect,Hotseat,
Mixable(Studioapps)
Tying“IdentifyandTeach”toObjectives–Obj
mappingtolessons,lessonplanning
Passport(Studioapp)
Howtoeffectivelymanagestudentteams(writing
grouppapers,forexample)
BbLearnWiki(groups)
Scholarshipofteaching&learning Blogs
TheReflectiveInstructor/LessonsLearned Journal,BbLearnWiki
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Tim NewbyEDCI 270
Larry NiesCE 355
Ellen GundlachSTAT113
Tim is using a
combination of case-based projects and
technology in a unique
way. • groups develop lesson
plans for a teacher in a
foreign country• teacher is interviewed
via Skype.
• Online lectures•
Online homework,
• Mixable discussion
assignments• "flipped“ class
discussion/ active
learning sections • Peer-to-peer
learning and better
conversations with
the instructor.
Gaining a global
perspective andimproving student’s
information literacy
skills are goals for this
course. • Teamed PBL• Educational game
play• Research writing &
reflective writing• https://www.itap.purdue.edu/newsroom/detail.cfm?
NewsId=2767
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• hybrid course •
technology topromote active
learning, problem-
solving, and online
collaboration. • use Adobe Connect
for group
presentations, and
work on problem-
solving during class
• pre-lecture videos
that contain quizquestions with
feedback to • just-in-time-teaching
based on responses • iClickers. • moving towards a
“studio model” similar
to SCALE-UP.
• Traditional
lecturessupplemented
with videos of
working out
problems• hands-on project
where students
practical
application of core
principles
Karen ChangNUR 223
Andy HirschPHYS 172
Mark FrenchMET 213
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Q
ASSESSMENT RESULTS SO FAR
Inacomparisonofconcurrent
IMPACTandtradionalsecons
eightofthenine2011redesigned
coursesdemonstratedan
increasedcourseGPA,andseven
demonstratedthehighestcourse
gradesin4years(FromIMPACT
AnnualReport,2012)
Reten5onratesofcoursesinfirstredesigncohort(9courses):
•
coursesshowincreasesintheirratesoverme• 6coursesshowincreasesfromfall2010
• courseshaveshowntheirhighestretenon+graduaonrates
overthelast4years.
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Q
ASSESSMENT RESULTS SO FAR
StudentsinIMPACTcourses,showsignificantgainsincompetenceandconfidence
(loweringofself-doubt)overthecourseofthesemester.
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Q
ASSESSMENT RESULTS SO FAR
StudentsincoursestaughtintheFall2012(N=492),reportedthelearning
environmentassignificantlymoreengagingandstudentcentered(autonomy
supporve).
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Variety of assessment methods
ASSESSMENT PLAN
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Innovavespaces
AssessmentRevisions
DesignModel
SLAs
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Getting the bang for our buck
Supporting faculty after redesign
Focus on continuous improvement
Courses we can’t get in the door
Support staff with other duties
Accommodating new course paradigmsinstitutionally
CHALLENGES
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Capacity:72
Capacity:90
Capacity:117
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Classroom
FLCeffecveness
Faculty
StudentSuccess
ASSESSMENT PLAN
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www.purdue.edu/
impact
7/29/2019 Making an IM:PACT by Partnering with Faculty (166229687)
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DonaleeAYardo
PatReid