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Getting Students to Do the Work

David Lindrum (Soomo Publishing, USA)
Session Information
November 22, 2013 - 11:35am
Learning Effectiveness
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Europe 10
Session Duration: 
35 Minutes
Information Session 13

An exploration of the reasons students don't use prescribed curriculum and how improved course design, analytics and faculty intervention can help.

Extended Abstract

Great curriculum is useless if students aren't using it. This paper explores the reasons why students don't use provided curriculum and what can be done about it by faculty, course designers, and increasingly intelligent learning environments.

Our conclusions are the result of working with faculty in online programs at a variety of schools. Some of our solutions are commonsensical but often overlooked such as noting that students do the things which receive both credit and attention. Other are largely unprecedented, such as analyzing a scatter graph of student time and success to find those most in need of help, and knowing how to address the outliers in each quadrant.

In formal studies, we've helped instructors reach median participation rates as high as 98% — that is half the class doing 98% or more ofAll assigned work - with simple changes in course design and how the instructor encourages students. High participation rates radically increase retention, grades and, somewhat surprisingly, student satisfaction.

Our approach is one of fellow-practitioners. We'll be leading a structured discussion designed to extend our findings by including the problems, experience and solutions of everyone in the room.

Attendees will leave with an actionable set of best practices enabling them to improve the structure of their courses, or other courses at their institution, in concrete ways, regardless of who publishes their resources or what LMS they're using.

Lead Presenter

For 19 years, David has lived and worked at the intersection of transformational learning and web technology. Working with major publishers including Pearson, Thomson, and McGraw, he launched both MetaText and Shadowbox before founding Soomo. David's heart is in creating transformative instructional design, and he excels in utilizing web technology to meet specific instructional challenges.