5 Course Design Tips to Increase Engagement and Outcomes

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Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas 10/21/2015 How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.

1
The Journey to Digital
Professional
Development
Series
October 21, 2015
5 Course Design Tips to Increase
Engagement and Outcomes

3
Today’s Presenter
Dr. Greg Gellene
Texas Tech University
Lubbock, Texas

4
Greg’s Story
1990s
LCD projection panel (8 shades of magenta!)
WebAssign - /X
2000s
Connect (McGraw-Hill)
OWL (v1)
2014
MindTap

5
My 5 Course Design Tips
1. Put your students at ease
2. Homework: think “how structured” vs. “how much”
3. Use instructional (contextual) assignments
4. Abandon the weekly homework paradigm
5. The Booster Shot Session

6
Tip #1: Put Your Students at Ease
 What excuses for learning do you hear at the beginning of the
term?
 Try a pep talk
 Help students get comfortable early
 Keep students comfortable

7
Tip #2: Homework: Think “how structured” rather than “how much”
“Learning results from what the student does
and thinks and only from what the student does
and thinks. The teacher can advance learning
only by influencing what the student does to
learn.”
Herbert Simon
Nobel Laureate, Economics 1978
 Most of what students “do” is homework – Help them do more
 Distribution and timing of assignments  Tip #4

8
 A common approach
 What could go wrong
 What can help bridge the gap
Tip #3: Use Instructional (Contextual) Assignments

9
Tip #3: Use Instructional (Contextual) Exercises

10
Tip #3: Use Instructional (Contextual) Exercises

11
Tip #4: Abandon the Weekly Homework Paradigm
 Approach
• Each Assignment 2-3 hours
• New assignments MWF
• Rarely asked for an extension
 Benefits
• High homework completion
• Students are prepared for lecture
• “Auto” flipped classroom

12
Tip #4: Abandon the Weekly Homework Paradigm
0%
10%
20%
30%
40%
PercentofStudents
Percent Homework Completed
Distributed
Homework
(Bi-)weekly
Homework
0%
10%
20%
30%
40%
50%
A B C DFW
PercentofStudents Course Grade
Distributed
Homework
(Bi-) Weekly
Homework
Value of Distributed Homework – First implementation in 2013

13
How I used to think online homework systems led to content mastery:
Tip #5: The Booster Shot Session
incorrect
Assignment
Correct Answer
and Feedback
Content Mastery
correct
Answer Newly
generated
question(s)

14
Tip #5: The Booster Shot Session
0 – 1 time through the
loop

Long-term memory
2+ times through the
loop

Medium-term memory
(at best)
What I learned seemed to be going on

15
0%
10%
20%
30%
40%
50%
60%
70%
18 20 22 24 26 28 30 32 34
%DFWinCHEM1307
CPE Score
Without Support With Support
p < 0.001 p > 0.10
 Weekly, highly interactive Clicker-based sessions
 Reinforce problem solving techniques and concept understanding
 ~20 multiple choice questions
 Results:
Tip #5: The Booster Shot Session

16
Outcomes and Student Feedback
0%
10%
20%
30%
40%
A B C DFW
10.6%
20.1%
27.6%
41.7%42.5%
29.5%
12.3%
15.8%
%Students
CHEM 1307 Grade
Face-to-Face DistanceMindTapMastering

19
The Journey to Digital
Professional
Development
Series
September 24, 2015
Incorporating Technology to Strengthen
Critical Minds

Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.

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This document discusses the differences between online homework and online learning, specifically in the context of math education. It notes that online homework may not involve significant learning, while online learning suggests mistakes are discovered and corrected through adaptive assessment. The document then discusses issues impacting math departments, such as unprepared students, low success rates, and budget pressures to improve results. It argues that online learning uses artificial intelligence to create customized learning paths for each student, continuously remediating weak areas, while online homework does not provide the same level of individualized adaptation and assessment.

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fortune communications

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Don Simmons

This document provides information for parents and students about ensuring success in an algebra course. It discusses: 1) The increased standards of high school algebra compared to middle school math. Grades will be included in the student's GPA and transcript. 2) How the teacher will use readings, notes, practice problems, reviews, and assessments including weekly quizzes and tests to teach algebraic concepts like functions and relationships between equations. 3) Recommendations for moving a student to an easier math course if they earn below a certain grade by specific progress report dates to help ensure success in algebra.

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A Case Study of Retention Strategies in the Curriculum

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Wiki Webquests

Robin Young

This document provides an overview of WikiWebQuests and how they can be used to challenge students with inquiry-oriented lessons. It defines what a WebQuest is, including that it uses online information, promotes critical thinking, and provides a framework. It also outlines the typical pieces of a WebQuest, such as the introduction, task, process, evaluation, and conclusion. Teachers are encouraged to design their own WebQuests by modifying existing ones or using common design patterns. The document demonstrates how to post a WebQuest online using a wiki for easy editing and sharing.

Mathletics parent-presentation

rbazeley

Mathletics is an online math resource that allows students to practice math concepts taught in school through fun games and activities. It has over 4 million users worldwide and is used in over 17,000 schools. The program encourages students to practice math for 20 minutes three times a week and rewards them with points, certificates, and credits for continued progress. Teachers can assign homework on Mathletics and monitor student progress.

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The document discusses a project that used virtual learning environment (VLE) data to provide weekly automated feedback to first-year students on their engagement. The project aimed to improve student engagement and progression. Students received emails summarizing their VLE activity and survey results found most students changed their VLE usage and would participate again. The document recommends using VLE data to provide feedback but ensuring appropriate ethical approval is received.

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5 Course Design Tips to Increase Engagement and Outcomes

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