The State of Ohio (USA) is a significant leader in the course redesign movement. I hope to share news, resources and insights into the course redesign process with this blog. It will have an Ohio perspective to further catalyze innovations within higher education in the State of Ohio, that can help lead to improved student learning and lowered costs.
Although many faculty in higher education have participated in curriculum revisions generally focused on updating course content, the course redesign process should be seen as a more dramatic shift (think "extreme makeover") for a course to meet emerging needs. Now more than ever before, we have pressing reasons for improving education at our colleges and universities.
The champions of the course redesign process at the national level is an organization known as The National Center for Academic Transformation (NCAT). I will describe more about their Web site, and NCAT-related funding activities associated with Ohio in a later post.
NCAT provides effective models and best practices for redesigning courses to improve student learning while lowering institutional costs. Technology is a key component of the redesign process. For faculty and instructional staff working on single sections or multi-section courses, these approaches offer a powerful mechanism to create change. NCAT is also a strong believer in sharing lessons learned from those already involved in course redesign. The bottom line is that it works!
For those folks in Ohio interested in the course redesign process, The Ohio Learning Network (OLN) is the essential partner in forwarding the ideas and best practices promoted by NCAT. OLN is a consortium of 81 colleges and universities in Ohio with the mission of using technology to expand learning opportunities for Ohioans.
So stay tuned! I may not be a frequent blogger, but hopefully these posts will contain something of value and be useful to faculty, administrators and various instructional and technology staff within and outside Ohio by promoting the resources and best practices emerging from NCAT, OLN and other groups and individuals as we build more effective courses.
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