CSTL Support for Course Redesign

Course redesign is the process of redesigning whole courses to achieve better learning outcomes by taking advantage of the capabilities of information technology. Course redesign is a process of facilitating student learning that embraces modern methods of information dissemination, with a heavy reliance on electronic and web-based information management, and modern methods of knowledge development, characterized by electronic, decentralized, global, instantaneous knowledge generation. Course redesign is not just about putting courses online. It is about rethinking the way we deliver instruction, especially large-enrollment core course, in light of the possibilities that new technology offers.

The purpose of course redesign is to improve student learning. Consequently, redesign must adhere to sound pedagogical principles. Good pedagogical practice enhanced by technology supports shifts in the nature of the teaching-leaning enterprise, making it more active and learner-centered. The primary goal is to shift students from a passive, note-taking role to an active learning orientation in order to enhance learning outcomes.

Generally, redesigned courses:

• Emphasize active learning, student engagement with content and student engagement with each other
• Rely heavily on readily available software used independently and in teams
• Contain significant opportunities for on-demand, individualized student assistance
• Replace single mode instruction with a more differentiated personnel strategy; including a greater use of course assistance, preceptors, etc.
• Automate only those aspects of the course that can benefit from automation, for example, homework, quizzes, exams
• Rely heavily on the assessment and improvement of student learning outcomes.

When redesigning courses, universities are encouraged to redesign the whole course, not just sections of the course, to produce economy of scale.

The goal of the CSTL is to assist faculty in all aspects of course redesign, from reimagining courses to investigating and adopting appropriate technologies and developing assessment instruments to gauge student learning. CSTL Faculty Innovators and its 5 constituent subcommittees work to develop general guidelines and best practices to enhance student learning outcomes and efficiencies, while the core staff of the CSTL - the Director, Faculty Associate, Instructional Design Specialist, and the Office of Instructional Technology - remains an on-demand support network for teaching innovation and course redesign.