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IMPACT - An Overview & Summary of Required Deliverables

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by

R.C. Morris

on 4 October 2014

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Transcript of IMPACT - An Overview & Summary of Required Deliverables

What is reDesign?
Welcome to IMPACT
Purdue University
What is IMPACT?
Is it working?
1
2
3
Our
mission
is to improve student
competency
and
confidence
through
redesign
of
foundational courses
by using research
findings on sound
student-centered

teaching and
learning
.
IMPACT Goals & Objectives
Refocus the
campus
culture on student-centered pedagogy and student success
Support
faculty-led
course redesign with
campus-wide resources
Network faculty through
Faculty Learning Communities
Base course redesign on
best practices
and
sound research
Grow and sustain
IMPACT by adding new IMPACT faculty fellows annually
Reflect
,
assess
and
share results
to benefit future courses and students
IMPACT Goals more specifically…
Instruction Matters: Purdue Academic Course Transformation
Your Support Network
Transform large foundational courses in order to achieve a more student centered
learning
environment
Learn about active and collaborative
learning
as well as other student centered teaching and
learning
practices and technologies.
Foster student engagement, student confidence in their own
learning
, and increased attainment of course specific
learning
outcomes including higher order thinking
Faculty
LEARNING
Community
(FLC)
Office of
The Provost
ITaP
DLRC
Purdue
Libraries
Extended
Campus
CIE
The
IMPACT
Support
Network
Instructors in the IMPACT program work with teams of course and curriculum developers from the CIE, ITaP, Libraries, Extended Campus and DLRC to redesign their courses.
The faculty cohort is also part of a faculty learning community (FLC)
A comprehensive assessment plan is in place.
- Understand
- Apply & Analyze
- Evaluate & Create
Instructors are:

THE drivers for curriculum change

Ultimately responsible for identifying the learning outcomes for their course

Provided support needed to focus their time and attention on learning, experimenting, and implementing research-based changes in their classes

Responsible for creating a course redesign plan recognizing the unique needs of their course.
Review Prerequisite
& Subsequent Courses
Identify Learner
Characteristics
Interactive
Course
Design
Process
Identify
Learning
Outcomes
Sequence
the
Instruction
Develop
Assessment
Instruments
Identify
Transformation
Model
Develop
Instruction
What do you want to accomplish?
How do you want to approach it?
What methods and activities?
Evaluate
Instruction
The reDesign Timeline
Stage 1
Review Prerequisite & Subsequent Courses
Before beginning your own re-design it is important to
review
the prerequisite expectations for your course.
For instance, if your department expects students to have competence with certain skills and knowledge
prior
to your course it is important to identity these
before
beginning your re-design.
It is also equally important to
identify
the skills and knowledge that your course will provide students upon completion of the class.
The FLC will help you work through this process.
Identify Learner Characteristic
When considering your course and the possibilities for your re-design it is important to consider how students learn.
Can the content of your course be delivered in multiple ways?
Example questions to ask:
Is there a way to transform or adapt the current curriculum from a predominately aural to
include
a

visual medium?
Can a verbal/logical course
include
physical and social learning?
Stage 2
Stage 3
Identify Learning Outcomes!
Learning outcomes:
are formally articulated (i.e.,
written down
)
Describe student
learning expectations
for
Knowledge & Skills
Attitudes & Behavior
Expectations are based on a
timeline
Expectations are focused across:
Multiple time-points (e.g., mid-course)
End of course gains
- Example end of course learning outcome:
By the end of this course, students will be able to describe how theory X applies to the understanding of Y.
-Example mid-semester learning outcome:
By mid-semester students will be able to solve the geometric problem of a function area under a curve.
BEFORE the reDesign begins
Sequence the Instruction
Before beginning your redesign it is essential that the learning activities you use have a meaningful
order and organization
. The progression of content is an often taken-for-granted and overlooked component of learning. However, the
order and organization
of your course curriculum affects how information is processed and retained by your students.
Step back and consider how the course content progresses to achieve learning outcomes.
Still, BEFORE the reDesign
What do you want to accomplish?
How do you want to approach it?
Now, the reDesign
Develop Assessment Instruments
This is one of the most important steps you will take during your redesign journey. Course assessment must be designed to test the learning outcomes you will create. Too often instruction relies on pre-made test instruments.
Course assessment needs to map to learning outcomes.
For example, if you have as an outcome "improved critical thinking" your assessments must test to this outcome. Before thinking about teaching think about outcomes and assessment.
Identify Transformation Model
It is now time to start thinking about the type of redesign that will help you accomplish the learning outcomes you have set.
You may have heard some of the "buzz-words" relating to course redesign, e.g., flip, hybrid, online, etc.
While these things are a part of re-design they do not equal it.
The classroom model you adopt is a means to an end, a means to accomplishing the learning outcomes.
Broadly the options can be described as:
Flip/Hybrid
Supplemental
Online
What methods and activities?
Develop Instruction
Having identified the transformation model that will help you to accomplish learning outcomes it is time to develop the pedagogical skills you need to meet those goals. The FLC will help you to develop skills using such things as:
Bloackboard Learn tools
Clickers
Hotseat
Mixable
Library resources
Video
Online Content
Class Recordings
And et cetera
Evaluate Instruction
As an IMPACT faculty fellow your course will receive on-going assessment to help you develop the student-centered and learning outcome focused course you have worked to create.
Student's in your re-designed course will respond to Qualtrics surveys to measure self-reported levels of engagement and learning.
It is also necessary for you to
provide to IMPACT a rubric explaining the link you have made between your learning outcomes and your assessments
.
Using this map IMPACT will help you identify if students' are in fact achieving the outcomes for learning you have established.
IMPACT is not a one-time fix. We are here to assist you beyond your time participating in the Professional Development process. The relationships you develop with the FLC are meant to provide you an on-going support network. Remember, the IMPACT redesign experience is cyclical.
The reDesign process
Stage 1
Stage 2
Stage 3
Your
Class
Your
Class
Your
Class
In order to determine if the IMPACT re-design is working we will be measuring student self-report and mapped learning outcome data across various time points in your course. Ideally IMPACT begins this assessment
BEFORE
you have made any changes to your course (during the semester when you are working on Stage 1 items for the first time).
Moving
forward we
will continue
to look at the
learning outcome
map that you provide
to IMPACT.

We look forward to a lasting
partnership as we work together
to improve student competency and confidence through redesign of
foundational courses by using research findings on sound student-centered teaching and learning.

Welcome to IMPACT!
-Original Track by Xelysion
IMPACT will spend a great deal of time helping you develop Learning Outcomes including strategies to assess those outcomes as well as mapping and rubric creation.

- EXAMPLE Learning Outcome Assessment Activity:

Learning Outcome: By the end of this section students will be able to explain what is meant by Nature vs. Nurture.

Section Quiz:

Remember/Recall | Understand | Analyze | Apply | Evaluate/Create

Question: #3,#10, | #15,#6,#4, | #1,#7,#9,#4 | #10,#8,#12 | #2,#13,#11,#2,#5

Portfolio/Project based assignment:

Remember/Recall | Understand | Analyze | Apply | Evaluate/Create

Using a rubric the instructor would rate the project according to the level of Bloom's Taxonomy expected for the assignment.
Be advised, this Prezi contains music and voice-over narration. Please check your volume setting now.
This Prezi is best viewed in full screen.
-Prezi by R.C. Morris
Creating a baseline
Assessment when the reDesigned class begins
Assessment when the reDesigned class ends
As you graduate from the formal re-design process of IMPACT we will continue to track your class as your implementation matures into the future.
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