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Pegging the Needle Through Transformation

David Huckleberry Purdue UniversityDebra Dunlap Runshe Purdue University

February 13, 2017This presentation leaves copyright of the content to the presenter. Unless otherwise noted in the materials, uploaded content carries the Creative Commons Attribution-NonCommercial-ShareAlike license, which grants usage to the general public with the stipulated criteria.

Session Outline 1. Introduction of Case Study2. Small Group Activity: Problem Solving3. Small Groups Report Out4. Hands-on with the LON-CAPA system5. Results of Case Study6. Questions

Case Study: Pre-Transformation

IMPACT: Instruction Matters Purdue Academic Course Transformation

Collaborative initiative involving key partners to redesign large enrollment, foundational courses. The expectation is that student success will improve by creating more student-centered environments.

Collaboration

The Path to Success The Beginnings Carol Twiggs National Center for Academic Transformation Chickering and Gamsons Seven Principles for Good Practice in Undergraduate Education Blooms TaxonomiesSoTL What we learned about what worked Self-Determination Theory

Self-Determination Theory Competence mastery of contentAutonomy feelings of volition and choice; endorsements of behavior, ownership of the learning processRelatedness connections with people (instructors, students) and material

Self-Determination ContinuumExtrinsic Forms of Motivation Coercion IdentificationAmotivation Intrinsic Motivation (Stick) (Carrot)

Increasing Self-Determination

Adapted from Deci, E.L., & Ryan, R.M. (2000). The what and why of goal pursuits:Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

Challenges for MA 153 Instructors wanted students to be able to: access past content for remediation, complete practice problems and receive real-time feedback; previously paper and pencil homework complete open-response assessments in the same environment as the environment they used for learning; previously in large lecture halls using machine-readable scoring sheets to answer multiple choice questions; students could guess their way to a C on an exam

Challenges for MA 153 Instructors wanted students to be able to: complete more frequent lower stakes assessments; previously they had 3 major exams and a final

In addition, instructors wanted to: reduce cheating; they wanted students to learn the concept not the answer reduce the cost to of the textbook for students

Learning Outcomes By the end of the course, students will be able to: 1. Simplify different types of expressions.2. Solve different types of equations and solve formulas for specific variables.3. Interpret story problems, and set-up equations, functions, or inequalities which can be solved.4. Simplify inequalities.5. Calculate functions values an sketch the graphs of functions.

Alignment

AssessmentsOutcomesActivities

Small Group Activity How would your redesign this course, choosing studentcentered activities that: address the challenges align outcomes, assessments and activities meet the criteria of Self-Determination Theory (competence, autonomy, relatedness)

Report Out

https://goo.gl/6PxMS6

Existing Problem Multiple choiceStatic problemDelayed Feedback

Iteration OneOpen ResponseStatic problemDelayed Feedback

Iteration TwoOpen ResponseDynamic ProblemsDelayed Feedback

Iteration ThreeOpen ResponseDynamic ProblemsImmediate Feedback

Iteration FourOpen ResponseDynamic ProblemsImmediate FeedbackMultiple TriesReviewable Tries

Iteration FiveOpen ResponseDynamic ProblemsImmediate FeedbackMultiple TriesReviewable TriesShow correct answer

Iteration SixOpen ResponseDynamic ProblemsImmediate FeedbackMultiple TriesReviewable TriesShow correct answerAdaptive hints

The Results So what makes it student-centered? Access to past content for remediation Real-time feedback Practice problems Assessments in same environment as learning More frequent lower stakes assessments Reduced cheating learn the concept not the answer Problem specific discussions Open responses vs. multiple choice Cost to students reduced to $0 for textbook and system access

Transformed Curriculum

Questions

Graphing Example

Graphing Example

Calculus II Example