INSTITUTIONAL EXEMPLARS: DIGITAL LEARNING IMPLEMENTATION STRATEGIES - - PowerPoint PPT Presentation

INSTITUTIONAL EXEMPLARS: DIGITAL LEARNING IMPLEMENTATION STRATEGIES TO IMPROVE STUDENT SUCCESS

The Personalized Learning Consortium at the Association of Public and Land-grant Universities

Panelists:

Fred Corey, Vice Provost for Undergraduate Education, Arizona State University Julie Greenwood, Associate Provost, Transformative Learning, Oregon State University Jon Oelke, Assistant Professor, Wheeling Campus Academic Lead, and Psychology Content Lead Pathways Program, National Louis University (IL) Moderator: Karen Vignare, Executive Director, PLC@APLU

2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

http://www.pellinstitute.org/downloads/publications- Indicators_of_Higher_Education_Equity_in_the_US_2016_Historical_Trend_Report.pdf

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Lower Income Students College Graduation Rates Have Consistently Lagged Higher Income Students

2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

College Graduation Rates For Black and Hispanic Students Continue to be Lower than Others

2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

Early Results: Adaptive Courseware used as part

• f an Active Learning

course is improving course outcomes and Lowering achievement gaps

ACADEMIC PROGRAMS & LEARNING INNOVATION | TRANSFORMATIVE LEARNING

ALL HANDS ON DECK: ADAPTIVE LEARNING TRANSFORMATION AT OSU

ACADEMIC PROGRAMS & LEARNING INNOVATION | TRANSFORMATIVE LEARNING

Adaptive Learning Ecosystem: Pathways requiring algebra reasoning

Potential Impact:

15

Courses

20,425

Students

28%

• f Gen Ed

Enrollment

ACADEMIC PROGRAMS & LEARNING INNOVATION | TRANSFORMATIVE LEARNING

Adaptive Learning Initiative as a Mechanism for Course Transformation

Active Learning Course Structure Class Size Faculty Roles Adaptive Learning Project

Sustainable Course Transformation

Faculty & Department

ACADEMIC PROGRAMS & LEARNING INNOVATION | TRANSFORMATIVE LEARNING

Promising Early Results in Math & Psychology

Algebra

• Withdraw rates cut in half
• Double-digit decreases in DFWU* rates
• 23% decrease in DFWU rate for Ecampus

General Psychology

• Historic DFWU rate of 26%
• DFWU rates range 2-10% for the redesigned

course (which includes many changes in addition to adaptive learning)

*DFWU Rate includes course withdraws as well as grades of D, F, or Unsatisfactory received

ACADEMIC PROGRAMS & LEARNING INNOVATION | TRANSFORMATIVE LEARNING

Positive Student Experience

Pre-term, mid-term, & post-term student surveys measuring motivation, learning approach, satisfaction, and perceived value.

I got a deeper understanding

• f mathematical topics that I

had struggled with in the past. The OSU Math Department has really stepped up their game when it comes to the format and learning tools! I have become much more confident in doing

• math. I still make mistakes, but I can catch

and correct them. This class was engaging, interactive, and educational.

Undergraduate College Summary

May 2018

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STUDENT DEMOGRAPHICS CONT.

• There were no significant

differences in Expected Family Contributions (EFC) between the Freshmen and Sophomore students.

62.5% 58.9% 62.8% 61.0% 20.7% 23.2% 18.6% 21.2% 6.2% 4.0% 11.6% 5.8% 3.4% 4.9% 7.0% 4.0% 7.2% 8.9% 0.0% 7.2%

0% 20% 40% 60% 80% 100% Freshmen (n=506) Sophomores (n=226) Juniors (n=43) All (n=775)

Expected Family Contribution (EFC), by Student Level

$0 EFC $1 - $5K EFC $5K - $10K EFC >10K EFC Undocumented

64.3% 47.3% 21.1% 21.4% 5.6% 6.9% 3.7% 5.3% 5.0% 18.3%

0% 20% 40% 60% 80% 100% Chicago (n=639) Wheeling (n=130)

Expected Family Contribution (EFC), by Campus

$0 EFC $1 - $5K EFC $5K - $10K EFC >10K EFC Undocumented

19.8% 26.1% 53.5% 23.5% 73.7% 68.6% 41.9% 70.5% 6.5% 5.3% 4.7% 6.1% 0% 20% 40% 60% 80% 100% Freshmen (n=506) Sophomores (n=226) Juniors (n=43) All (n=775)

Race/Ethnicity

African American Hispanic Other

• This year’s incoming class

saw an increase in the percentage of Hispanic

• students. Looking only at

the Chicago campus, 73.7%

• f Freshman students

identify as Hispanic compared to 68.6% of Sophomore students.

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Why Students Don’t Access/Succeed in College

• Financial barriers
• Limited quality college options if

not a top academic performer

• Need to work or take care of family
• Lack of readiness in terms of

academic or non-cognitive skills

• Limited course-taking and career

guidance

• Limited academic and personal

support, often first-generation

NLU Pathways Program Design

✓ Affordable at $10K/year ✓ 2.0+ GPA requirement ✓ Flexible and convenient ✓ Personalized, flipped, adaptive model, leveraging technology and data-driven support ✓ Clear pathway to a degree ✓ Career readiness focus ✓ High-touch, supportive environment with Success Coach

Access Success

The NLU Pathways Innovative Approach: Addressing Barriers To and Through College

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UGC COURSE DESIGN PRINCIPLES AND OPERATING TENETS

• Blended Delivery: Minimum of at least 1 F2F meeting per week per class. Pathways

blend is 40% online, 60% F2F.

• Flipped Delivery: Major courses employ Flipped Learning as a pedagogical approach.
• Adaptive Courseware: Adaptive Courseware is used if possible; if not possible,

blended flipped delivery is in place.

• Project-based Learning: Every major course includes projects, and a final project,

rather than mid-term and final exams.

• Scheduling: Courses are blended and scheduled to require students on campus F2F

no more than 2 days/week.

• Data-Driven Instruction & Instructional Teaming: Instructors for "clusters" (e.g.

Business, Education, etc.) meet regularly to review student performance and collaborate on personalized student interventions and curriculum revisions.

• Wrap-around Student Support: Each instructor from each cohort, along with the

associated coach will meet weekly to discuss early interventions for students facing academic or personal challenges.