Published on March 20, 2014
Redesigning a Computer Concepts Course Using SAM and SAM Training. Kathy Winters University of Tennessee Chattanooga
Introduction • About me, UTC, and course • Course background • Motivation behind course redesign • Research • My course design • Evaluation • Questions
PLEASE HOLD QUESTIONS TILL THE END
Me • Kathy Winters • firstname.lastname@example.org • Senior Instructor • College of Engineering and Computer Science • Computer Science and Engineering Department (CSE)
UTC • Metropolitan University • Situated in downtown Chattanooga – Chattanooga – 171,279 (2012 estimated) – Hamilton County – 336,463 (2010) • Enrollment (Fall 2013) – 11,674 • Majority from Tennessee – 82.8% • 5 doctorial programs
Course Background • Primarily service course – Most students from majors outside of CSE – Cuts across undergraduate programs • Freshman level course – Mostly non- freshmen taking course – Come from broad background • Offered totally online • Enrollment about 120-140 students per semester
Current Course Design • CPSC 1000 – Introduction to Computers • Online only • Topics Taught – Word – Excel – Power Point – Access – Concepts • All taught using SAM and SAM Path
Motivation • Better flow for course – E-book and SAM confusing • Consistency between assignments – Office questions in SAM – Concept questions – multiple choice – Look and feel different – Training aspect of SAM path • Save money • Students don’t read assignments
Do Your Students Read the Assignments?
Problem • There is a disconnect between what we as professors expect and what our students do. • We can ignore it or we can do something about it.
Research • A survey by Connor and Green in 2000 – 72% reported rarely or never read their assignments by the due date • Association of American Publishers’ survey – 51% of college students do not place the same emphasis on the textbook for success in the course as do their professors • Students do not think reading it is important Two Studies of Reading Compliance among College Students. John Sappington, Kimberly Kinsey, Kirk Munsayac, Teaching of Psychology October 2002 vol. 29 no. 4 272-274
Research • Majority of college students spend less than 3 hours reading textbook material • They say we should give them the information they need during class time The Extent to which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum. Clump, Michael A.; Bauer, Heather; Bradley, Catherine Journal of Instructional Psychology, Vol 31(3), Sep 2004, 227-232.
Research (Some Statistics) Issue Percentage Total percent of U.S. population that has specific reading disorders 15 Total percent of U.S. students that are dyslexic 15 Total percentage of NASA employees that are dyslexic 50 Total percentage of college students who will never read another book after they graduate 42 Total percentage of books started that aren’t read to completion 57 Total percentage of U.S. families who did not buy a book this year 80 Total percentage of adults that have not been in a book store in the past 5 years 70 Statistics Brain: http://www.statisticbrain.com/reading-statistics/.
Does this reflect your students?
Possible Solution to Reading Problem • SAM Path • Series of videos • Same information as the text just in video form • Information segmented • Videos inside SAM training • Questions at end to determine information retention
Research (Why Video?) Students in the e-learning environment that were provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. Information & Management, Volume 43, Issue 1, January 2006, Pages 15–27
Research • Demand for reduction in time-to-competency in the knowledge-based economy • Advantages – Random access to video content – Select or plan a segment with minimal search time – Students can control the pace of learning – More flexibility – Unlimited access to electronic learning material – Multi-sensory learning environment may improve learners’ ability to retain information – Increase learner’s interest in subject – Increase motivation of learning Information & Management, Volume 43, Issue 1, January 2006, Pages 15–27
My Course Design • Course consists of Office and Concepts task • Each topic is its own module • Semi – self paced – Hard deadlines – Can work ahead
My Course Design • Each module – Pre-test (To test the student knowledge of the material) – Training (Learn what you don’t know) – Post-test (What did you learn) • Grading – Number correct from pre-test + Number correct from post test / Total number of questions • Training and Post-test generated for only questions missed
How Is It Working 0 10 20 30 40 50 60 70 80 90 100 C1 C2 C3 A B C D F
Advantages • Better grades • Less complaining • More interest in subject matter • Cheaper to the Student
Areas of Enhancement • Need more questions in SAM • Need greater variety of questions in SAM
Kathy Winters email@example.com
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