REDESIGNING TEACHING & LEARNING AND SOMETHING ABOUT TECHNOLOGY Brian Smentkowski, Ph.D. Director, Center for the Advancement of Faculty Excellence Queens University of Charlotte

Course Redesign: Some Perspective Course redesign is the process of rethinking the way we deliver instruction in order to maximize learning. This process is increasingly mindful of: the possibilities new technology offers in order to achieve better learning outcomes, the development and demonstration of skills as well as knowledge, and the relationship between cognitive, noncognitive, and metacognitive growth. The purpose of course redesign is to improve student learning. It is not to cram in more content or to repackage what’s already been done; it is to backwards design a class around student learning outcomes. Successful redesigns adhere to sound pedagogical principles associated with high impact practices. The primary goal is to shift students from a passive, note ‐ taking role to an active and engaged learning orientation in order to enhance learning gains. Successfully redesigned classes often: Rely heavily on readily available interactive software used independently and in teams; Include significant opportunities for intellectual growth and development outside of class while focusing on “only that which can and must be done in our limited time together” in class; Rely heavily on the assessment and improvement of student learning outcomes.

A Learning-Centered Process The Institutional Ethos Incentive to Innovate Scholarly Teaching & SoTL Learning- Centered Teaching SLOs Course Redesign Backwards Design New Ideas, Methods, and Tools Enhanced Learning The institutional ethos: A consensus on the value of pursuing excellence in teaching and learning Incentive to Innovate: The Title III grant, for example, supports the integration of tech into teaching. Engaging students in/in-between class sessions is critical to student success. ST & SoTL: Scholarly Teaching and the Scholarship of Teaching and Learning. A reflective process that involves systematically analyzing our teaching and teaching innovations in an effort to enhance student learning (ST), and going public with results (SoTL). Learning-Centered Teaching: A new focus on an old objective, here, clearly focused on learning; today, focused on technology. SLOs and Course Redesign: Integration, not an appendix. How can tech help students accomplish core learning objectives? Backwards Design: A method of redesigning courses that begins with the learning outcomes and then considers the methods of accomplishing them.

The Backwards Design Model: Three Stages, Three Questions 1. What is the desired result; the specific learning outcome? 2. What evidence is necessary to determine if it is accomplished? 1. Think about assessment –what constitutes acceptable evidence of student understanding or proficiency? 3. What are the means to the ends? 1. What teaching/learning strategies can be used to empower students to accomplish these goals?

A simple way to start thinking about it Objective/SLOInstrument/InnovationExpected ChangeHow to AssessWhen to Assess Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6

Redesigning and Redefining Teaching: Some Concluding Thoughts In this era of pedagogical and technological advancement we should not shy away from reassessing our roles as teachers and learners. We should note that course redesign ultimately amounts to redesigning teaching in order to discover and apply new ways of learning, of using class time and the time in-between class sessions efficiently, effectively, and productively. In many instances these efforts democratize the learning process, resulting in increasingly inclusive and engaged communities of learners.