Course Redesign with Technology Program
Open Educational Practices (OEP) and Course Redesign: Sharing strategies for redesigning course curriculum and pedagogy is a critical component of OEP. The Course Redesign with Technology program (outline below) was implemented across the California State University's 23 campuses over five (5) years.
ePorfolios and OEP: Teaching ePortfolios can capture faculty's reflections on the reasons for redesigning their courses, the needs of their diverse populations of students, the innovations and technologies that could result in improved student learning, their implementation strategies, assessments of student learning outcomes, and lessons learned from the whole process. The Course Redesign program required each faculty to author an open teaching ePortfolio.
EXPLORE over 700 open teaching ePortfolios by faculty teaching in different disciplines. MERLOT's Content Builder tool provides customizable teaching ePortfolio templates that enables faculty to answer scaffolding questions about the the redesign process, outcomes, and lessons learned. MERLOT's Content Builder tool is free, open, and easy to use.
Search the entire Faculty ePortfolio Showcase or browse by discipline area:
Sharing Practices of the Course Redesign Program: Highlights of the program, tools, and templates are provided for you to (re)use if you want to adopt/adapt this program at your own institution. You can read more about the program in Kathy Fernandes, Brett Christie, Jean-Pierre Bayard and Leslie Kennedy (2019) Large-Scale Course Redesign: Putting Reflection Into Action, Change: The Magazine of Higher Learning, 51:3, 34-43, DOI: 10.1080/00091383.2019.1606587
The Course Redesign with Technology program focused on:
- "Lead" faculty sharing the designs of their course and the evidence they have accrued regarding impact on student success.
- "Adopting" faculty then choose to adopt and adapt that proven strategy to their own courses.
- All attend the 4-day Summer Institute of the Course Redesign with Technology Program which is an in-depth professional development event that provides the context, dialogue, and support to increase student success at all levels.
- Continue professional development activities through Professional Learning Communities during the academic year to discuss and evaluate course redesign successes and lessons learned.
- Faculty meet in monthly discipline-based cohorts (typically) on the proven course redesign model and related pedagogy-technology methods being adopted.
- Faculty openly publish their practices for redesigned courses in individual teaching eportfolios. MERLOT provided the free and open authoring tool (MERLOT Content Builder) that included a template ePortfolio with scaffolding questions to guide the faculty through sharing their educational practices openly. The open teaching eportfolio template included:
- The challenges to student success that they are addressing with their course redesign project
- The characteristics of their students that need to be understood for a successful redesign strategy
- The implementation of their redesign strategy which included such strategies as flipped classrooms, online homework, virtual labs, flipped-blended course designs, Supplemental Instruction, adaptive learning, and other technology-enhanced delivery methods.
- Measures of student success, including grades, student retention, engagement, and self-reported success indicators.
- Student learning outcomes and measures of success were used as indicators of the redesigned course assuring academic standards.