The video above is a (less than) 1-minute explanation of the replacement model. What follows is more detail.
If we take the view from the balcony, as it were, each redesign model might be defined by how to relates to the traditional lecture format model. The supplemental model doesn’t change the traditional lecture model, just adds to it – thus ‘supplemental’. With the replacement model the surgery into the traditional lecture model starts, piecemeal. Like replacing a knee or a hip, the replacement model takes an existing part that may not be working how it’s supposed to and in its place puts a bionic replacement that ideally does the job, but does it better.
In the replamcement model Dr. Frazee (my new example instructor) takes one or two of the regular lectures (hence keeps one or two) and replaces them with online content. The online content depends on the course – it could be exercises, problem sets, simulations, group discussion, or a combination. This online content will not be without support, but will give students feedback and allow them to practice concepts. The idea is – students can learn the content more efficiently this way than sitting in class. There is still class time – and what the instructor chooses to do with that class time is the next question in the process.
There’s a decision to be made. Dr. Frazee can keep them the way they are or alter them based on the online content. If the online content covers material that was going to be covered in class, then class time can be spent going into more detail. It can be spend answering questions or having students work through more complicated applications of the content. Ideally, it takes advantage of the face-to-face time that class allows and activities include interaction with feedback.