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

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

3. 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

4. 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

5. 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

6. Step 1:
Set Revision Goals

7. 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

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

9. 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)

10. Step 2:
Review Course Structure, Assignments, and Content

11. 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

12. 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

13. 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

14. 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

15. 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

16. Step 3:
Integrate Student Feedback

17. 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

18. Unsolicited Feedback
Save every 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

19. 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…?

20. 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

21. Step 4:
Record Reflections, Findings, and Observations

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

23. 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

24. 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

25. Step 5:
Implement Revisions

26. 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

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

28. Special Focus:
Spotlight Revision

29. 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

30. 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

31. 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

32. 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

33. Wrapping Up

34. 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

35. 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

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