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Dissemination

Florida Gulf Coast University

How would you assess the transferability of the re-design approach you employed to new subject areas or disciplines?

The particular technological features that will be transferable include the test bank that we have developed for the course and the use of the Intelligent Essay Assessor. Once the test bank is complete, we will work with the publisher of the textbook for the course to see if we can collaboratively implement the use of the new test bank. In the fall, after we have used the IEA a second time (this time using 200 scored essays to program the software), we will begin to disseminate information about our use of the software nationally (we have already done some dissemination internally, and will continue these efforts). In the past three months, I have interacted with editors for two journals and with two institutions about our use of IEA, so an awareness of the work we are doing have already begun to build.

The pedagogical feature that is the most useful and most transferable is the analysis of sample essays that students undergo before they write their own essays as part of the module exams. We have created two activities that help students understand how to respond to the essay prompts and that help students build the skills needed to be successful in writing their essays. The first activity is analysis of an "Exploded Essay." We have put within each module an essay prompt and response to that prompt with pop up dialogue boxes that explain the various elements of the essay response that make it strong. The second activity is an online discussion within a Peer Learning Team of 6 students of the strengths and weaknesses of the two essay responses for another essay prompt (one response is an upper range essay, the other is a lower range essay).

December 2002 Update: The success of several aspects of the course redesign has already begun to get attention, as many faculty at FGCU and at other institutions have requested information about the course. As noted, the two primary innovations that have generated interest include the alternative staffing model and the use of the IEA to score essays. Both of these are easily transferable to other courses; several science and math courses at FGCU are already implementing similar staffing models. The largest question that remains in most faculty members' minds relates to the use of the software to grade essays; with the latest inter-rater reliability data, many of these questions have been answered.

How are you disseminating the re-design among your colleagues?

December 2002 Update: The following is a list of publications and presentations that relate to the redesign of the Understanding Visual and Performing Arts.

Publications
Kelly, Rob. "Redesigned Course Uses Computerized Essay Assessment, Support Staff to Accommodate 400 Students." Online Cl@ssroom: Ideas for Effective Online Instruction. September 2002: 4.

External Presentations and Poster Sessions
Wohlpart, A. James. "Using the Intelligent Essay Assessor in a Humanities Course." Session: "A Theme for English C++: Is there a role for computer scoring?" Conference on College Composition and Communication. New York: March 2003.

Wohlpart, A. James. "Understanding the Visual and Performing Arts: An Online Course Design." Creative Online Course Design and Teaching. Jacksonville, FL: 3 January 2003.

Rademacher, Craig. "Technology Driven Course Redesign in the Humanities." E-Learn Conference. Montreal: 15-19 October 2002.

Internal Presentations
Wohlpart, A. James. "Using Technology to Create New Learning Environments: Redesign of Understanding the Visual and Performing Arts." College of Arts and Sciences Retreat. Corkscrew Swamp Sanctuary: 20 August 2002.

In addition, a presentation to the entire faculty at FGCU will occur in the spring.

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