6+Formative+eval+of+course+redesign

For faculty developers and instructional designers working with instructors in higher education who are interested in moving more into the online environment, a challenge can be helping faculty to shift their mindset from that of "teacher" to that of designer of learning experiences and environments. SDSU has recognized this change in instructor mindset as a process that typically occurs over an extended period of time as the instructor engages in a dynamic of rethinking learning outcomes, content delivery, and assessment of student learning. SDSU has emphasized an iterative approach to course design informed by data from formative evaluation measures such as the ones described below.

Resources/Ideas for Evaluation of Course Redesign and Instructor Effectiveness
http://www.georgiasouthern.edu/ijsotl/v2n1/essays_about_sotl/hake/Article_Hake.pdf Richard Hake presents his perspective on the question posed in the title of this article, which is that with student-centered ("interactive engagement") instructional practices, and sound measures, learning can be demonstrably increased. He includes his recommendations for a scholarship of teaching and learning (SoTL) based on methodologically sound pre- and post-testing of students. The article includes a thorough list of references.
 * Can Distance and Classroom Learning Be Increased?**

http://net.educause.edu/ir/library/pdf/EDU07105.pdf Handout from SDSU poster presentation at EDUCAUSE 2007 annual conference describing elements of an exploratory study of the impact of large course (500 student) hybrid redesign.
 * Online or Face-to-Face High-Enrollment Introductory Courses: What’s the Right Blend?**

http://salgsite.org "The //Student Assessment of their Learning Gains// (SALG) website allows instructors to gather **learning-focused** feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics."
 * Student Assessment of their Learning Gains (SALG)**

http://www.theideacenter.org/node/5 "The IDEA Student Ratings of Instruction system factors out extraneous circumstances, focuses on student learning of 12 specific objectives, and can be administered online or on paper. Research has shown there is no single, correct way to teach. As a result, The IDEA Center tailors each report to fit the instructor's selected learning objectives and offers recommendations for improvement based on our vast national database." NOTE: use of the IDEA instrument is on a fee basis.
 * Individual Development and Educational Assessment (IDEA) Student Ratings of Instruction**

http://facctr.wcu.edu/mountainrise/html/Online_Small_Group_Analysis.pdf "While the basic tenets of the time-proven Small Group Analysis in face-to-face settings remain, it has become necessary to add three additional components and adapt the original model to suit specific characteristics of the online learning environment. The aim of this article, therefore, is to share with practitioners in other institutions this formative model used for assessing the efficacy of online teaching and learning."
 * Online Small Group Analysis (OSGA)**

http://www.e-mentor.edu.pl/_xml/wydania/24/543.pdf The link above is to an article which examines work related to the development and validation of a measurement tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, teaching presence and cognitive presence, each of which is integral to the instrument. The instrument itself is available here for download: [|CoI Survey.doc]
 * A Measurement Tool of Presence in Online Communities of Inquiry**

[|http://www.humboldt.edu/~aof/index.html] "The "Assessing Online Facilitation" instrument (AOF) is for online course facilitators to objectively evaluate their facilitation for strengths and areas for improvement. Facilitators may choose to offer the AOF to others to guide a peer evaluation of their performance in the online classroom."
 * Instrument to Assess Online Facilitation (AOF)**

Student version: http://www.tcet.unt.edu/insight/ilib/deles/actual/ Instructor version: http://www.tcet.unt.edu/insight/ilib/deles/instructor/ DELES scales include Instructor Support, Student Interaction & Collaboration, Personal Relevance, Authentic Learning, Active Learning, Student Autonomy, and Student Satisfaction (Enjoyment). See http://www.tcet.unt.edu/insight/ilib/delesa/delesainfo.html for information on survey development and validation. See http://www.tcet.unt.edu/insight/start.php for more about administration of this survey.
 * Distance Education Learning Environments Survey (DELES)**

http://www.alnresearch.org/HTML/AssessmentTutorial/index.html "Assessing the effectiveness of a pedagogical or technological intervention in today's academic setting means, first, articulating course goals in terms of student understanding, analytical reasoning, domain-appropriate beliefs and attitudes, and communication skill; and then, second, creating strategies for assessing the extent to which such course goals have been met. Developing and implementing these kinds of assessments takes substantial time and intellectual energy (if not a bit of cleverness), yet the outcomes of such practices are well worth the resources they demand.  Within these pages, you'll find a set of exemplary **strategies** for assessing the effectiveness of different pedagogies and/or technologies based on current 'best practices' within the field of educational research. "
 * Strategies for Assessing Learning Effectiveness**