Proposal - UNC Leveraging Technology to Strengthen Academic QualityRedesign of Spanish 101- UNC Wilmington

1. UNC Institutionl Primary Developer

University of North Carolina WilmingtonPatricia Gonzalez, M.S., e-Learning Coordinatorgonzalezp@uncw.edu910-962-7826

2. Course Specifics

Spanish 101SPN 101 is a basic studies course offered to fulfill the foreign language requirement for undergraduateprograms at UNC Wilmington. In the last academic year, the course had an annual enrollment ofapproximately 474 students, which included both face to face and online students. The course is offeredboth face to face and online and is taught by multiple instructors.

The TeamWe propose re-designing both the face-to-face and online version ofSPN 101. We have two instructionaldesigners and two content experts working on this project. We propose for one instructor to work with aninstructional designer to establish the course structure for the face-to-face version. The re-designedcourse for the face to face section will be offered as a blended course, with course material shared via theBlackboard learning management system. Another instructor will work with other instructional designerfor the online section and this course will be offered entirely online. The team has expertise in learningtheories, multimedia development, course design and evaluation. More details on the teams expertise isfound under the professional development section.

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Face to Face Jac ueline GalbraithOnline Elizabeth Irvin

Learning OutcomesThe course learning outcomes has been approved by the department chair. The learning outcomes of thiscourse are:

Course T" I D" " C G INit e escription ourse oa sumber

SPN 101 IntroductorySpanish I

Emphasis on achievementof an active command ofthe language. Aural-oralpractice; intensive study ofthe basic patterns of spokenSpanish; reading, writing,and basic conversation;course conducted inSpanish

• Speak in Spanish with novice to novice-midfluency and accuracy (as stated in theACTFL proficiency guidelines) employingappropriate grammar structures, vocabulary,pronunciation, and syntax. [SL 1]

• Demonstrate appropriate fluency andaccuracy in listening comprehension skills.[SL1]

• Write in Spanish with novice to novice-midfluency and accuracy (as stated in theACTFL proficiency guidelines) using

appropriate phrases, grammar structures,vocabulary, and syntax. [SL2]

• Demonstrate the ability to read andcomprehend short and simple narratives withappropriate fluency and accuracy. [SL2]

• Demonstrate basic knowledge of Spanishspeaking countries and their cultures, andunderstand the similarities and differencesbetween those and your own. [SL3, SL4]

Department SupportThe department chair and instructors have agreed to implement the newly designed courses in four of thesections. The department chair and instructors have expressed their willingness for us to collect data onthe effectiveness ofthe redesigned sections before, during and after the course is redesigned. Email fromthe department chair has been attached in the appendix A.

Redesign Process

Phase I - Evaluation: Prior to redesigning the courses, we will evaluate the face to face and onlineversion of SPN 101 using the Blackboard Course Exemplary rubric to identify the areas for improvement.As part of the evaluation process, we will also interview the faculty and survey students to collect data onthe effectiveness of the existing courses. Extant data from a prior evaluation project conducted in Spring2012 will also be reviewed.

Phase IT- Re-design: Based on the data collected, the re-design process will be planned. The instructorsand instructional designers will work closely during the re-design.

As part of the re-design, we propose to include

1. Clear Course Goals and Module Objectives2. Interactive content with multimedia elements3. Opportunity for learner engagement4. Communication strategies to enhance interaction5. Integration of social media to build learner community6. Aligned assessment to course objectives including self-assessment7. Course orientation, and maintain accessibility compliance for online courses

Phase ITI- Implementation: After the re-design, the courses will be implemented and data will becollected to measure the effectiveness of the courses. The effectiveness will be measured in terms ofstudent learning, student attitudes and instructor satisfaction. Learning Analytics data will be collectedfrom the Blackboard learning management system in terms of what elements of the re-designed coursehas been effective.

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1-Evaluation 3 - Implementation

Figure 1. SPN 101 Re-design Process

3. Transformative Models

We will use the Fully Online Model for the online SPN 101 courses. This is appropriate for SPN 101online as the course is now already offered online and there is an interest among the students to take thecourse entirely online.

We will use the Replacement Model for the face to face SPN 101 courses. This model will work best forthe face to face course, to be offered more as a blended course as it gives the students an opportunity toparticipate in interactive online activities and reduce some face to face class time.

4. Professional development

Instructors will have access to the instructional designers who will provide one-one support during the re-design process. Instructors will also have access to course development workshops and one to onemeetings as needed throughout the year from the office of e-learning. Face to face professionaldevelopment is also offered from the center for teaching excellence at the university.

Ms. Gonzalez who is also the e-Iearning coordinator has 8 years of experience in course re-design usingresearch based evaluation rubrics. Her e-Iearning office is a support resource for all faculty on campusand online. Faculty consult year round with the Office of e-Learning for course development and bestteaching practices. She has been a consultant for faculty at UNCW since 2006 and an educator since1994. She has a Masters Degree in Instructional Technology from the University of North CarolinaWilmington.

Dr. Martin who is an associate professor in instructional technology has several years of experience bothas a practioner and researcher and will share best practices on course design. She is a regular attendee ofvarious professional organizations such as AECT, Eleaming guild, etc and will share resources with theinstructors. For more information on visit, www.florencemartin.net She had chaired a evaluation projecton online Spanish courses in Spring 2012 where SPN 101 and SPN 120 courses were evaluated using thequality matters rubric. Results from this study will be used during this process.

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5. Budget

Line Item AmountSubject Matter Experts $5,000 EachInstructional Designers $5,000 EachMaterials (Camtasia software or Articulate, web $5,000cameras, microphones)Total $25,000

6. Time Line

Semester Work PlanFall 2013(Evaluation)

Evaluation of current courses using Blackboard Exemplary Course Rubric anddata collected rom faculty interviews and student surveys. Extant data will alsobe analyzed from the previous evaluation project on Spanish courses.

Redesign, De~elopment and Implementation plan proposed to instructors anddepartment chrir

Schedule dev~opment meetings. Consultations with instructors/SME. Bestpractices on design being reviewing along with research based designstrategies. I

Spring 2014(Design andDevelopment)

Courses desig ~ed based on evaluation results and research based strategiesDevelop best ~aching practices and methods for classroom and online teaching

Summer 2014 Course Development completed and ready for Fall implementationFall 2014(Implementation)

Courses deliveredPre and Post +rveys deployed to measure effectiveness of the course. Data willbe collected to,measure student learning, student and instructor satisfaction.Monitor progress throughout semester. Blackboard Learning Analytics datawill also be cdllected.

7. Sign off

Provide signoff and endorsement fror the department chair, lead academic dean and chief academICofficer or chancellor depending on crmpus procedures for such.

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Proposals should be submitted to Maggie O'Hara via email attachment by Wednesday, July 10,2013.Please feel free to contact Maggie at (919) 962-3910 or mtohara@northcarolina.edu.

Chief Academic Officer or Chancellor:

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APPENDIX A:

From: Burt, RaymondSent: Monday, July 08,2013 11:52 AMTo: Gonzalez, PatriciaCc: Irvin, ElizabethSubject: statement of support

Dear Patricia,

I have reviewed the proposal for the redesign of SPN 101 at UNCW, and I have discussed the proposalwith Professor Irvin. We agree to participating in this redesign and to implementing the newly designed

courses in 4 sections of SPN 101 in Fall 2014. We will work with the course designers in collecting data

on the course effectiveness before, during and after the redesign. Should these courses prove successful

in reducing drop/withdrawal and failure rates in SPN 101, we would shift more sections to the new

design.

~. Thanks,

Raymond Burt

Chair, Foreign Languages and Literatures

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