This information comes from the faculty, their abstract overview of course redesign projects and bulleted summary of the case for why students will best learn from this proposed hybrid technology-enhanced course. In alphabetical order.
Reid Bailey and Michael Smith, Systems and Information Engineering
Abstract: This course makes extensive use of case studies to introduce and reinforce concepts and to help students develop skills in “systems thinking” but cases require significant in-class time for presentation and discussion and limit the number of opportunities for students to present their work.
We will use a hybrid approach where students record and submit a “movie” of their presentation. We will integrate online peer review of student submissions as a way to give the students feedback and, more importantly, to hone students’ ability to critique others’ work. Faculty will view the presentations and their comments will be recorded “on top of” the student presentation audio.
This will give better feedback to students more quickly and provide low-stakes practice and feedback earlier in the semester. Students will be able to assess their own skills through the process of evaluating the work of their peers.
The recorded presentations and peer assessment will be used to stimulate in-class discussion, debate, and learning, reducing the class time spent lecturing and giving live presentations.
Claire Cronmiller, Biology
Abstract: A technology enhanced redesign of Genetics & Molecular Biology will improve student learning both during and outside of class. Class time will be reserved for interactive, inquiry-based activities: Instead of simply lecturing to deliver information, I'll engage my students in collaborative learning strategies, challenging and guiding them through the analytical processes we use as research scientists. I want the Chemistry auditorium to buzz! Outside of class, online resources will be used to deliver content, stimulate student interest and assess understanding. Students will practice solving problems and answering questions through an online learning program that will offer optional hints and immediate feedback on concept comprehension and application. Coming full circle, I'll then use the results of those online assessments to direct the focus of class presentations, problems and activities to where it's needed most. So, technology is letting me "stretch" the opportunities for quality learning experiences in my course.
Christian Gromoll, Mathematics
Abstract: Christian Gromoll's course will use new technology from Wolfram Research, called Computable Document Format (CDF), to implement a new method of assessment in the mathematical sciences. A CDF file is like an interactive PDF file. For example, you can adjust the shape of a function by sliding a slider, or enter a mathematical expression that gets computed dynamically by the document. Imagine taking a math exam by interacting with a CDF file and you'll have a feel for this course. The essence of the new assessment method, co-developed by Gromoll, is to allow students to retake their exams as often as they like, where only the highest achieved score counts. To make each exam attempt equally difficult, it is essential that exams be randomized and automated in a way that does not compromise mathematical sophistication. This is the lynchpin capability provided by CDF. The key pedagogical advantage is this: Since students can retake exams and always desire higher scores, they end up investing much more time working problems than they do in traditional courses. In this way, the new method transforms math exams (traditionally high-stress, unproductive events from the student's point of view) into a low-stakes, irresistible learning tool that comprises a core activity of the course.
Colleen Kelly, Drama
Abstract: Grant funds will be used to create and post video resources. Web-posted presentations focusing on vocabulary and technique will allow for increased activity contact time in the classroom. Web-posted interviews with faculty and guest artists involved in creating department productions will provide professional insight on topics such as script interpretation and directorial point of view. Such a resource will (1) provide students with a better understanding of the interconnection between acting and other elements of theatre production, (2) encourage students to think outside the classroom walls and consider larger global and cross-cultural ideas of theatre, (3) allow students to discuss and write in a more informed, critical manner, placing their own ideas next to those articulated by professionals. Because DRAM 2020, Acting 1 is a course offered every semester, the benefits of this grant are long reaching. During the six semester grant timeline, a total of over 900 undergraduate students and 16 graduate instructors will benefit from this funding.
Alison Levine, French
Abstract: Alison Levine's hybrid challenge endeavor reinvents the advanced French grammar and composition course that is a foundation for the major. Incorporating web-based grammar exercises, discussion boards, and an interactive syllabus, the course redesign includes two new digital media assignments. Students will design a web-based grammar lesson and construct a digital story, both of which will be published on the web. The effectiveness of these enhancements in two sections will be compared to student performance in the three other sections of the course. Students will develop their oral, written, and audiovisual skills in French while discovering the joy of finding their own voice in a foreign language. This course explores new possibilities for integrating digital media into advanced foreign language instruction. Methods developed in this course are applicable across a wide range of humanities disciplines.
Emily Scida, Spanish, Italian & Portuguese
Abstract: Emily Scida will redesign the curriculum for SPAN 1060: Accelerated Elementary Spanish integrating a suite of new online technologies that will enhance learning in three ways: (1) the online activities will help students master the linguistic system of Spanish so that class time can be better utilized for communicative practice, (2) the online video-based work will expose students to authentic culture, authentic language use, and development of the four skills, and (3) online video projects will allow students to apply their cultural and linguistic knowledge in creative, collaborative, project-based learning. To assess the impact of her course, Emily will study the effect of online video activities on students' speaking and listening skills and on perceived levels of foreign language anxiety. Work on this project will impact the redesign of two other hybrid courses, SPAN 1010 and SPAN 1020.
Sophie Trawalter, Frank Batten School of Leadership and Public Policy / Psychology
Abstract: Students in will use technology in multiple ways. First, they will be asked to design studies (experiments when possible) to test and evaluate claims about policy and politics. The studies will then be conducted on Mechanical Turk, an online marketplace powered by Amazon.com. In class, we'll discuss study findings and link these findings to course readings and materials. This exercise will improve student learning by having students actively engage in testing and evaluating claims, and developing research skills. Second, students will be asked to create and contribute to blogs on policy and politics. Blogging will enhance students' involvement in political discourse and promote political civility on the blogosphere. It will empower students to articulate their thoughts, knowledgeably and respectfully, so that they can become role models of civil discourse.
Malathi Veeraraghavan, Electrical and Computer Engineering
Abstract: A hybrid flipped-classroom approach will be used in which students will be provided screencast video recordings for each week’s lectures to view outside class hours. In-class time will be used for team-based problem solving and team-based innovative thinking exercises. Reasons for expecting this method to improve learning are as follows: Students can replay segments of the screencast recordings as needed unlike in a class lecture. Students can watch/hear as the instructor thinks aloud while solving problems in the recordings. Students will engage in team based discussions while solving problems and learn the value of multiple points of view. Students will learn the what-why-how approach to innovative thinking during Thursday classes. Instructor will provide immediate feedback by identifying and correcting misperceptions during the Tuesday classes as students solve homework problems in teams.
J.H. (Rip) Verkerke, Law School
Abstract: Rip Verkerke's required first-year law school course "Contract Doctrine, Theory & Practice" will use an "inverted classroom" model. In class, he and his students will focus on learning activities that benefit the most from physical presence—peer interaction, collaborative problem solving, oral presentation, and meaningful debate about difficult legal and policy issues. Outside of class, students will acquire foundational knowledge about the subject through assigned readings, online screen casts, self-study exercises, low-stakes online content quizzes, explanatory handouts, and frequent opportunities to ask and answer questions. Using that knowledge in class, they will engage in simulations and role-playing exercises based on challenging real world legal problems. As a result, students will experience the power of "doing" as a means of making legal concepts and practical lessons more compelling and memorable. This approach will encourage students to become more engaged, to take personal responsibility for their own learning, and to display genuine creativity and intellectual growth.