Thursday, November 5
10:40 AM-11:05 AM
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Room 3

Adaptive Courseware Redesign in High Enrollment Introductory Biology Courses: A Case Study

Full Paper: Practice Based - Live Presentation ID: 58274
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    William Robertson
    Teacher Education Department, College of Education, the University of Texas at El Paso

Abstract: In terms of the use of adaptive courseware at the University of Texas at El Paso (UTEP), the fundamental strategy is to provide better information in the classroom in order to improve student performance. This idea of asking, “What do students need to be more successful?” can come in many forms including homework, content, assessment and outcomes-based approaches. Current adaptive courseware options are most focused in the areas of general education (Gen Ed), and at UTEP, this translates into efforts associated with the “First 45”, which may high volume include introductory courses in Psychology, Political Science, Biology, and Mathematics, among others. For UTEP, the basic problem is to increase the effectiveness of courses, while addressing issues associated with efficiency of course delivery. A secondary goal is to scale the efforts into a larger number of courses within a discipline as well as increase enrollment where appropriate. A team at UTEP received a grant through the Association of Public and Land-grant Universities (APLU) to help with such a course redesign effort through the use of adaptive courseware in introductory Biology courses. The goal was to integrate adaptive courseware technology tools, open education resources (OER) and active learning strategies within a course redesign for a number of sections in high enrollment sections of introductory Biology for the spring and fall 2020 semesters.

Objectives

The requirements for this approach were as follows: • Establishment of a UTEP community of practice around the use of adaptive courseware, Open Education Resources (OER) and enhanced use of Blackboard in course delivery. • Successful completion of course redesigns for selected sections of Biology 1305 and Biology 1306 through a backward design curriculum development process. • Increased active learning components in course design and classroom implementation. • Establishment of benchmarks for course production and successful delivery of revised course in the spring and fall of 2020.

Topical Outline

Introduction Adaptive Courseware Background Curriculum Alignment and Adaptive Courseware Pilot Study with Transition to Remote Learning due to COVID-19 Understanding Impacts with Adaptive Courseware Pedagogical Innovations with Adaptive Courseware Scaling Adaptive Courseware Purposefully Conclusion

Prerequisites

Any specific adaptive courseware at UTEP needed to be easily integrated into Blackboard, the institution’s current Learning Management System (LMS). These features may be a new adaptive courseware solution or something that is in current use or an available feature that is somewhat underutilized in terms of its full impacts on teaching and learning. As stated in the APLU’s A Guide for Implementing Adaptive Courseware: From Planning Through Scaling, “Adaptive courseware is a flexible tool that can be used in many different ways to support instruction in a variety of courses. Adaptive courseware is sometimes used as a component of a course—for example, as a homework tool, as a textbook replacement, or to deliver supplemental practice—but it can also deliver the content and assessment of a full course. Adaptive courseware is used across disciplines and in a variety of classroom environments—face-to-face, online, flipped, and blended courses.” The Personalized Learning Consortium team from the APLU assisted UTEP to become an active member of their nationally networked community related to adaptive courseware solutions. APLU helped with the adoption of technology (information, research and contacts), recommended processes for course design/redesign and how best to use dashboard functions in adaptive courseware with specific interventions for students.

Experience Level

Beginner

Qualifications

Dr. William H. Robertson is a Professor in the Teacher Education Department in the College of Education at the University of Texas at El Paso (UTEP). His academic areas of expertise are science education, curriculum development and technology integration. Additionally, he develops, researches and teaches materials related to inquiry-based STEM Education, project-based learning, problem-based learning and action science. Dr. Robertson is also focused on eLearning Pedagogy and the Ideal Mix of courses (face-to-face, hybrid, online) for programs, students and faculty. This includes pedagogical efficacy, asset-optimization for transitional skills development, lifelong learning, curricular flexibility and capacity building across higher education.

Presider: Thomas Schröter, University of Würzburg, Chair of School Pedagogy

Topic

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