A common belief about course redesign is that redesign means using Blackboard or some other online platform. And in many cases online technology IS used. However, for some faculty this may not be an attractive option. So, you may be happy to hear this:

A redesign starts by looking at course objectives. A review of the redesign models (here are some redesign model samples) leads the faculty member, with his/her redesign support team, to select a model and flesh out what that will look like for the course.  Sometimes, the selected model will lend itself to online technology use. The most extreme example is, of course, using the Fully Online model. Yep, that one does require an online platform. However, other models may not. So, let’s dispel another misconception:

Just as redesign does not mean using an online technology, moving to an online technology does not mean the course meets the IMPACT definition of course redesign. Many online courses have no greater amount of active, student-centered learning than a lecture.

So what does an IMPACT redesign mean?

And what does that look like? Here are some examples followed by possible some online additions:

• Replacement model – provide a lecture on 1 day. The other classes that week could involve students working together to complete the homework. Faculty members and/or TAs circle the room to provide support.
  • Online technology possibilities – you could move the lecture online and either eliminate the class lecture session or change it to a questions and answers session.
• Replacement model – assign teams to work on an in-class, semester-long project, interjecting lectures at key points.
  • Online technology possibilities – you could add optional resources online, require online peer view, provide online project team space for developing papers or web sites, etc.
• Supplemental model – Assign short-term groups which complete case studies then present to the rest.
  • Online technology possibilities – you could have the presentations as online presentations as podcasts, follow the presentations with online discussions for credit
• Supplemental model – offer lectures and supplement them with in class activities such as group problems or out of class activities such as small group work.
  • Online technology possibilities – you could move the out of class activities to an online format
• Emporium model – from lecturers to labs, where every student is actively working on applying concepts and solving problems.
  • Online technology possibilities – you could provide online `office hours` using chats or discussions where students can post questions outside of lab time, with a TA or professor responding
• Buffet model – offer the students a choice of lectures, case studies, group problem solving, labs, hands-on activities, guest presenters… Offer all this in an in-class and/or online option.

These are just a few samples. I want to make it clear that the online technology possibilities for each option mentioned above are also not set in stone. You can use any or all of these – IF they fit your purpose. I am sure you can come up with your own combination. And you will notice this only discusses redesign and ONLINE technology. Perhaps another blog on other technologies for use in redesign… Or come talk to us if you just can`t wait .