Reviewing and Revising: Improving Your Course With a Purpose Presented by: Steven McGahan

Course Revision Is a process Should be thoughtful and substantive Too often left until the last minute Revision is not updating

Updating Vs. Revising Updating Revising Changing minor issues Updating dates, syllabus Checking links Revising Looking in to the pedagogy Searching for solutions to issues the inhibit mastery Educational relevance

Revision is a Process True revision requires a look at issues in the course The process should be done in steps: Set Goals Review Content/Structure Integrate Feedback Record Findings Implement Revisions

Note: Reflective Practice An important feature of the revision process is reflective practice Critical analysis of the process of teaching is important for true revision Reflective practice should lead to continuous quality improvement

Step 1: Set Revision Goals

First Step Finding the mark is difficult without a mark Outward goals Improve structure, content, assessment Inward goals Improve teaching process and gain understanding Goals create a more directed revision process

Identify Revision Criteria Identify what a revision requires Course quality instrument Evidence-based foundation for a quality revision Look for a usable instrument

Set Timeframe and Schedule Establishing a timeframe is important A week, month, semester? Active course review Should be sufficiently long to promote true revision Scheduling helps ensure completion Set aside specific time(s)

Step 2: Review Course Structure, Assignments, and Content

Second Step Using the goals and timeframe established Begin an in-depth look at the course Not just what and where, but how and why Look for “pain points” Remember, reflective practice

Personal Reflection Historical and current aspects of the course “Pain points” Where are you spending too much time? Where are you spending too little time? Student contact metric

Data Analytics Use data collected by LMS Simple data analysis for insight Find points to enhance teaching or structure More explanation Announcement point Low performance High performance

Active Course Review Do an active course review using a quality instrument Use the eCampus checklist or one of the other available: OLC Quality Scorecard OSCQR – Open SUNY QOLT – Cal State System QOCI – Illinois Online Network

Peer Feedback Look to others who teach the course Same or similar, find ways to handle issues that come with specific or all courses Steps may also be applied to a collaborative revision process Example

Step 3: Integrate Student Feedback

Third Step Student feedback can be difficult Look at feedback with both an open mind and a critical eye Feedback from students shines a light on areas that we don’t see ourselves

Unsolicited Feedback Save every email from your course in a separate folder Make notes of other interactions (phone/web) This becomes a file of possible issues to analyze Even mundane communications can have deeper meaning

Formative Feedback Usually more helpful than end of course evaluation Use 1-3 formative feedback surveys to determine issues What was important? What was not important? What was the key point(s)? What was unclear? Do you agree with…?

Summative Feedback End of course evaluations can be useful Focus on the subjective instead of the objective Remember that even “unwarranted” comments can have an air of truth

Step 4: Record Reflections, Findings, and Observations

Fourth Step Gathering information is less effective without a way to record findings Choose a method that makes sense for you

Method Paper Office Document Learning Management System Word Cloud Simple, effective, low-tech Office Document Simple, digital, differentiation Learning Management System Simple, digital, proximity Word Cloud

Using Notes The recorded notes have multiple uses Change log for future revision Blueprint for other course revision FAQ for the course Identify issues for new course development

Step 5: Implement Revisions

Fifth Step Time to push the button Preparation should make the final step easy The process should still take time, do not rush Rely on the framework Retain the information for future revisions Process is cyclical

Look for Help Instructional Designers Instructional Technologists Pedagogy and structure Instructional Technologists Technology implementation Content Developers Media development Colleagues Additional consulting Collaborative process

Special Focus: Spotlight Revision

Limitations of Comprehensive Revision Large amount of content in a course can be daunting Looking at multiple aspects can cause a loss of scope Time spent on a full revision can be prohibitive Try doing a Spotlight Revision

What is a Spotlight Revision? Focuses in on one aspect of a course Not generally used for functional aspects of a course Deep dive in to the pedagogy of a course Opportunity to further develop skills

Spotlight Revision Focus Accessibility Push for ADA compliance Find areas of benefit Learning Objects Increase course usability Foster student achievement Assessment Strategies Bring back “The Curve” Make a true accounting

Spotlight Revision Focus Rubrics Increase student knowledge Decrease faculty work time Media Bring color to the course Personalize the content Interaction Make more connections Increase student learning

Wrapping Up

Course Revision is a Process Whether performing a comprehensive or spotlight revision, it is a process Set Goals Review Content/Structure Integrate Feedback Record Findings Implement Revisions

Final Notes Remember the process: Course revision should take time Set Goals Review Content/Structure Integrate Feedback Record Findings Implement Revisions Course revision should take time Implement review in active courses Take notes in a place where you will be able to use them Course revision is a circular process

Thank You Questions? Steven McGahan Associate Director of eCampus and Instructional Designer for: College of Arts and Sciences (Natural and Social Sciences Areas) 308.865.8341 mcgahansj@unk.edu