c d
l @ c d l s v . c o m (o) 3 0 3 . 8 3 4 . 7 0 6 0
| c d
l @ c d l s v . c o m (o) 3 0 3 . 8 3 4 . 7 0 6 0 |
Blended Course Redesign
Kaplan Learning Innovation Team
3/15/11 - 10/25/11
Web Site | Deliverables Assessment and Scoring MapDesign Specification Script Student Activity Templates Item Analysis Engine Creation Course Multimedia Demo Course Demo Voice Overs | ||
|
Role
and Scope The Kaplin Learning Innovation team's mission is to improve student outcomes and the design expertise of instructional designers and faculty across the entire enterprise. The team had identified several higher education courses which could benefit by applying evidenced-based instructional design and improved elearning delivery. As a contract member of the team, my role was to redesign a medical terminology course and assist with item analysis and the creation of a course demo module. Background Kaplan University serves non-traditional students such as working adults and military personnel. Online courses in areas such as Health Sciences are tailored to the needs of those adult learners. Like most subject matter experts, Kaplan faculty partner with instructional designers to deliver improved courses. Goal/Challenge Student dropout rates and lower achievement in the medical terminology course had a negative impact on student career preparation and Kaplan revenues. The challenge was to create new courses based on cognitive science, ensure that instructors could adapt, and adhere to Kaplan University course policies and restrictions. Further, the project not only had an extremely aggressive timeline and multiple deliverables, but was utilizing a new module technology and offshore resources. Outcome The project was very successful: course dropout rates were reduced quite significantly, and student achievement improved. The redesigned medical terminology course continues to perform well against control courses using the legacy design. | |||
............................................................>>