Most experts on technology utilization in the classroom agree with the maxim that pedagogy is more important than technology. No amount of technology will substitute for a poorly designed course.

Hunter R. BoylanWhat Works: Research-Based Best Practices in Development Education (2002)

Pre-Redesign ModelPre-Redesign Model

The Way it WasThe Way it Was 2001 set up Academic Support Center

Limited class size to 30 students.

3 credit M090 Introductory Algebra

4 credit M095 Intermediate Algebra

1050 students in program

Used InterAct Math/MathXL

Still frustrated with the results

PicturesPictures

FrustrationsFrustrations

Some students were doing all the homework but they weren’t learning.

Some students didn’t complete the homework but took the test anyway and failed.

Life happened and students missed class and homework. They continued to fall further behind and eventually withdrew or failed the semester.

Students, who had seen the material before and thought they knew how to do it, didn’t take the class seriously at first and fell behind and couldn’t catch up.

Students who had good skills would answer all the questions and intimidate weaker students.

Attendance

What We Wanted…..What We Wanted…..Mastery Learning

Retain the classroom environment

Avoid repeating an entire semester

Test out of material they already know

Give students the opportunity to complete the developmental math series in one semester

Modularizing & Accelerating

Review & AssessmentFirst Week of Classes

Time Block 1 Time Block 2

Time Block 3 Time Block 4

15-Week Semester

60-Minute Classes

Time Blocks

Final ExamFinal Exam Week

Modules Module

A

Module B

Module C

Module D

Module E

(Final Exam)

Multiple Entry Points Single

Exit Point

Introductory Algebra Material

Intermediate Algebra Material

How We Use TechnologyHow We Use Technology

• Best practices• Careful assignment design• Limit attempts – problems/quizzes• Personalized homework before quiz retakes• Disabled “Example Problem”• Pooling questions• Essay format to show work• Combine with paper/pencil homework & tests

HW/Quiz/TestDue DatesDifficulty

What’s the Verdict?What do the numbers from our PILOT and our M098 say?

INTRODUCTORY ALG Pass Rates

Traditional Course

Piloted Course

M098Course

50% 64% 65%

INTERMEDIATE ALG Pass Rates

Traditional Course

Piloted Course

M098Course

70% 58% 70%

Final Exam Scores

Traditional Course

Piloted Course

M098Course

73% 88% 89%

Early Completion Rates

Intro AlgPortion(< 1 year)

Inter AlgPortion

(< 1 semester)

Traditional n/a n/aPilot 35% 30%

M098 46% 24%

What Happens Next?After 1 year, where are these students?

Persistence into College-Level Math

Intermed. Algebra

PilotedCourse

M098Course

67% 73%* 70%

Pass Rates in College-Level Math

Intermediate Algebra

Pilot/M098

2009-2011 67% 69%2011-2012 81% 81%

Began in Dev. Math, Passed College-Level Math

Began In Intro Inter M098Pass, Persist,

Pass 19% 38% 38%