course redesign

Innovators Speak: Reflecting on Mathematics Redesign

Jeff Hughes, an author and educator at Hinds Community College in Tennessee, has been involved with course redesign in Mathematics since it was first implemented on his campus. Now, he shares his thoughts in the third of our Innovators Speak series. Please describe your experience with the corequisite model and/or Quantitative Reasoning. My community college began piloting a corequisite model in two sections of College Algebra and two sections of Quantitative Reasoning during the fall of 2016.  Since that time, we have expanded it and have sections offered on four of our six campuses.  I was involved at the very Read More…


Innovators Speak: Implementing Corequisites in Texas

For the second installation of our Innovators Speak series, we asked Dr. Rebecca Goosen about her experience implementing the corequisite model in Texas. She is a developmental educator and administrator at the forefront of course redesign, and took some time to share her thoughts Please describe your experience with the corequisite model.
I am the district administrator for developmental education at San Jacinto College. We had a Demonstration Grant from Texas Higher Education Coordinating Board and were asked to try integrating reading and writing as well as do some early testing of the corequisite models in Mathematics. We quickly Read More…


Executive News in Higher Ed Newsletter: May 2016

Authentic Evidence Brought to Life – The Value of the Modern Transcript What if the transcript could be a digital, formative, and interactive learning tool? Learning Objects and UMUC are bringing authentic assessment, outcomes, and activities to life. In collaboration with IMS, the extended transcript concept is a finalist in the 2016 IMS Learning Impact Awards. What the extended transcript video, and cast your vote!
“The transformative potential of CBE
lies in more than any one product or application.” As 500+ institutions prepare to launch new CBE programs, the need for innovative support is growing. Check Read More…


Executive News in Higher Ed Newsletter: April 2016

Student Oriented Learning Environments and Innovative Design

SXSWedu 2016 featured interactive workshops, the latest edtech advancements, and hands on events. One of the largest takeaways? The importance of keeping students in mind when designing learning environments and infrastructure. Learning Objects, a Cengage Learning innovation partner, hosted two enlightening sessions on Innovative Layered Design and Next Generation Learning Experiences. Check out this post to learn more.

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Webinar: Next Generation Digital Learning Environment

Next generation is a term that is used widely and, on occasion, vaguely within Higher Education.  To uncover what next generation learning could mean, hundreds of educational leaders from across the country met virtually with Jon Mott, Chief Learning Officer of Learning Objects to discuss. Mott, previously Managing Director for Instructional Design and Innovation at Brigham Young University, outlined learning science, rich content, digital learning environments, learning design, curriculum development, and how all of these components help shape a next generation learning experiences. So, what is a next generation transformational learning experience?

Next generation digital

Many educational leaders are familiar with Read More…


Executive News in Higher Ed Newsletter: February 2016

When Implementing Competency-Based Education, Software Infrastructure is Key

Over six hundred institutions currently use some form of Competency Based Education (CBE), but the definition of CBE is still speculative as is its impact on the revolution of Higher Ed. At LearnLaunch 2016, thought leaders strategized on what infrastructure is needed to ensure successful implementation of these new innovative models.

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Thought Leadership Recap: Inclusive Access and Student Retention

How can new business models impact at-risk students and increase retention? Academic executives from Rowan-Cabarrus Community College implemented an inclusive access partnership across multiple campuses and experienced impactful success. Learn about their experience in the Thought Leadership Forum: Inclusive Access and Student Retention. Inclusive Access Needs Assessment: Rowan-Cabarrus Community College had to address a number of challenges including:

    Course material cost and access
    State-mandated curriculum redesign
    Student empowerment
    Retention
New Business Model: To tackle these issues and lift student success, a variety of business models were considered. Inclusive Access, a model that integrates the cost of course materials into registration fees and delivers content Read More…


Webinar: Revolutionizing Accessibility and Content Delivery

Eager to learn how your peers are revolutionizing the delivery and design of online courses? Looking for tips on successful implementation strategies? Ready to optimize results?

Join us on Tuesday, November 10 at 2 PM EST / 11 AM PST for the Thought Leadership Forum: Accessibility and Content Delivery.

Register for the webinar today!
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Why Course Redesign is the Bee’s Knees for Developmental Education

Guest Contributors: Maggi Miller, Manager, and Ann Wolf, Professional Educator, TeamUP Cengage Learning Peer-to-Peer Faculty Development.

Thinking behind Course Redesign

Course redesign has become a buzzword in Developmental Education (DE). Instructors want to create pathways that result in improved retention and persistence at college, and students want ways to move through their DE coursework more quickly. From flipping the classroom, to increasing contextualization to aligning syllabi to state standards, redesign is a “bee in our bonnet” these days. The American Association of Community Colleges made a commitment to “Redesign developmental education fundamentally, creating new evidence-based pathways that accelerate students’ progress Read More…


Enhanced WebAssign: Increasing Passing Rates in Beginning Algebra

Powerful online homework solution, Enhanced WebAssign, engages classroom learners with immediate feedback, rich tutorial content, and interactive eBooks, helping students to develop a deeper conceptual understanding of their subject matter. With passing rates hovering near 75%, could a redesign of beginning algebra to include online homework increase instructor effectiveness and student engagement and retention? In this study, follow the success of one program at the University of Wisconsin at Green Bay. Read More…