Personality Quiz: What Sort of Course Redesign Model Works Best for You

1

Which course format best describes your type of redesign?
- Retains the basic structure of the traditional course, particularly the number of class meetings.
- Reduces the number of in-class meetings but does not eliminate all in-class meetings.
- Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance.
- Eliminates all in-class meetings and moves all learning experiences online.
- Customizes the learning environment for each student based on background, learning preference, and academic/professional goals.
- Retains the basic structure of the college-level course, particularly the number of class meetings and replaces the remedial/developmental course with just-in-time workshops.
2

Which description best fits how students will interact with content?
- Students may supplement lectures and textbooks with technology-based, out-of-class activities to encourage greater engagement with course content to ensure that students are prepared when they come to class.
- Content is replaced, rather than supplemented with online, interactive learning activities. Out-of-class activities in 24/7 computer labs or totally online are scheduled so that students can participate anytime, anywhere.
- Students are allowed to choose when to access course materials, what types of learning materials to use depending on their needs, and how quickly to work through the materials.
- Students use web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback, and links to additional resources.
- Course content includes an array of learning opportunities for students: lectures, individual discovery laboratories (in-class and Web-based), team/group discovery laboratories, individual and group review (both live and remote), small-group study sessions, videos, remedial/prerequisite/procedure training modules, contacts for study groups, oral and written presentations, active large-group problem-solving, homework assignments (GTA graded or self-graded), and individual and group projects.
- Course activities are just-in-time i.e., designed so that students use the concepts during the next core course class session, which in turn helps them see the value of the content and motivates them to do the course activities.
3

Which best describes how technology will be used in the course?
- May add technology-based, out-of-class activities and also change what goes on in the class by creating an active learning environment within a large lecture hall setting.
- Reduce lectures from 3 to 1 per week (keeping 1 lecture the same) and change 2 recitation sections to 2 computer-studio labs, where students work individually and collaboratively on computer-based activities.
- Depend heavily on instructional software, including interactive tutorials, practice exercises, solutions to frequently asked questions, and online quizzes and tests.
- Software presents course content; instructors do not spend time delivering content. Software increases the amount and frequency of feedback to students. All assignments are graded on the spot.
- Technology use includes an array of learning opportunities for students: lectures, individual discovery laboratories (in-class and Web-based), team/group discovery laboratories, individual and group review (both live and remote), small-group study sessions, videos, remedial/prerequisite/procedure training modules, contacts for study groups, oral and written presentations, active large-group problem-solving, homework assignments (GTA graded or self-graded), and individual and group projects.
- Course consists of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts and students are individually assigned software modules based on results of diagnostic assessments.
4

Which best describes how students will be assessed?
- Instructors use a commercially available, interactive technology that compiles and displays students' responses. Response diagnostics in turn are used to reduce class time spent on topics the students clearly understand, increase time on problem areas, and target individual students for remedial help.
- Students are tested on assigned readings and homework using Readiness Assessment Tests multiple times during the term for a part of their grade. Students prepare outside of class by reading the textbook, completing assignments, and using Web-based resources. Students take the tests individually and then immediately in groups of four. These tests motivate students to keep on top of the course material and enable faculty to detect areas in which students are not grasping the concepts.
- Students choose when to access course materials, what types of learning materials to use depending on their needs, and how quickly to work through the materials. Faculty, GTAs, and peer tutors respond directly to students specific needs and direct them to resources from which they can learn prior to testing.
- Software enables self-pacing: each student can work as long as needed on any particular topic, moving quickly or slowly through the material and taking assessments when ready. Software provides a built-in tracking system that allows faculty to know every student's status, both time-on-task and progress through the modules.
- Course content is modularized and may allow students to earn variable credit based on how many modules they successfully complete by the close of the term, thus reducing the number of course repetitions. Students may complete the remaining modules in the next term.
- Assessment is computer-based where small-group activities and test reviews to provide additional instruction on key concepts.
5

Which course scenario best describes your ideal redesign?
- Students review learning objectives, key concepts and supplemental material posted on the class Web site prior to class and complete online quizzes, which provide immediate feedback to students and data for instructors to assess student knowledge levels. During class, the instructors use a commercially available, interactive technology that compiles and displays students' responses to problem-solving activities. Class time is divided into ten- to fifteen-minute lecture segments followed by sessi
- Class-meeting times are reduced from 3 to 1 per week and substituted with 2 workshops. Students use online resources to provide diagnostic assessments resulting in individualized learning plans; interactive tutorials in course content comprehension, basic research skills and discussion boards to facilitate the development of learning communities. In-class time is used to work on activities.
- This course redesign will replace multiple sections with one large section of all students. Students are pre-screened. For students with a highly motivated profile, mandatory attendance will ensure that students spend sufficient time on task. Weekly group meetings enable instructors to follow up where testing has identified weaknesses or emphasize particular applications. Group activities help build community among students and with instructors.
- This course combines multiple sections into a single online section organized around modules, each taught by faculty who are expert in the topic of the module. Faculty members are responsible for content materials, quizzes, and exams. A course coordinator is responsible for overall course administration; graduate teaching assistants grade and respond to student problems. Students complete a pre- and post-quiz for each module. Links to additional required readings, audio and/or video files.
- This redesign retains the usual number of lectures per week and replaces two recitations with an active learning laboratory environment. Students are offered a choice of interchangeable paths to learn each course objective. The selection will include lectures (reduced by more than half), discovery laboratories, live and remote reviews, small group study sessions, videos, training modules, oral and written presentations, active large group problem solving, & homework assignments.
- This course is designed to remove deficiencies in core course competencies. Instruction consists of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts. Students who have previously excelled in the core course facilitate the course and are trained and supervised by core course faculty.

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What Sort of Course Redesign Model Works Best for You

Which course format best describes your type of redesign?

Which description best fits how students will interact with content?

Which best describes how technology will be used in the course?

Which best describes how students will be assessed?

Which course scenario best describes your ideal redesign?

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