Course Redesign ePortfolio Showcase
Explore the open teaching ePortfolios that capture faculty’s course redesign experiences and accomplishments. Each ePortfolio opens the faculty’s and institution’s practices for others to learn, adopt, and adapt for their own instructional needs.
|Exercise Physiology and Laboratory Redesign
The relationship between metabolism and physical activity is difficult for many Exercise Physiology students to grasp. This is especially true when students are expected to apply basic scientific concepts to the body in motion. Therefore, the purpose of this course redesign is to provide the technology needed for students to measure physiological variables during exercise and how this information can be applied to understanding the relationship between metabolism and physical activity.
|Bernard, Jeffrey||CSU Stanislaus|
|Virtual Exercise Physiology Lab
The purpose of this project was to compare student learning outcomes from the Virtual Exercise physiology lab with that from traditional exercise physiology laboratory activities. Student participants from the spring 2015 Exercise Physiology course were randomly assigned to either experimental group 1 or group 2. Group 1 completed traditional laboratory activities, whereas group 2 completed the Virtual Laboratory. Both groups then completed the same assessment to evaluate their understanding of Aerobic and Anaerobic Power laboratory concepts. Mean Aerobic Power Lab activity assessment scores were 80.5 ± 5.5 and 80.6 ± 6.7 and mean Anaerobic Power Lab assessment scores were 81.5 ± 8.0 and 82.0 ± 6.4 for groups 1 and 2, respectively. In this investigation, 50% of the students indicated a preference for the traditional laboratory activity, and exact half percent of the class either actually preferred the Virtual Exercise Physiology Laboratory program (28.9%) or did not prefer one laboratory type over another (21.1%). Students agreed that the Virtual Exercise Physiology Laboratory program was at least moderately educational (21%), but most students thought that the Virtual Exercise Physiology Laboratory program was very educational (78.9%). These findings support that virtual laboratories instruct students as effectively as traditional laboratories
|Kwon, Young Sub||Humboldt State|
|Flipping, Mastery and Data Based Decision Making
The course will be redesigned to use I) a flipped format, II) a mastery learning progression approach and III) data based decision making to target instruction. Technologies used to facilitate these changes are I) lecture capture technology; II) computer based testing using data gathering and lock down browser technology, and III) learning analytics software, wireless classroom response systems (i.e. "clickers"), and video messaging.
|Kressler, Jochen||San Diego State|
|Strength and Conditioning Flipped and Blended/Hybrid Class
This proposal is centered on student success, accessibility, and job-readiness. It also functions as a "proof of concept" for Kinesiology. The specific proposed course is the MOST popular Kinesiology elective course, and needed for the new "Strength and Conditioning" Concentration. We typically offer 6 sections a semester, plus Intersession and Summer. Sections are always full, with full waiting lists. The redesign will enhance student job-readiness, reduce textbook, commute time and costs, and other costs, as well as provide continued access to lecture material. Students struggle in the course now because 1) they can't get enrolled and 2) the material is currently in a format that entails mostly pure lecture, with little activity or integration. The new approach will allow students to learn the material on their own (video green screen/video produced lectures), at the speed they desire, saving class time for activity integration and networking/rapport building with classmates and the faculty.
|Galpin, Andrew||CSU Fullerton|