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Update Content and Delivery Traditional course is outdated in content and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