It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
What’s in YOUR Credit Hour? Quantifying Intended Learning Outcomes in Education
Type of Presentation
Poster Session (45 minutes)
Session Abstract
Are we certain one course credit equals three learning hours? The session will report preliminary findings of an instrument designed to objectively quantify learning within one credit hour.
Target Audience
The target audience is persons serving as instructional designers, course developers, and adult educators using nontraditional instructional modalities. Additionally, persons who have an interest in quantifying intended learning outcomes or who have responsibility for assessing course credit articulation. While this session is geared towards those involved in nontraditional coursework those who work in traditional higher education settings will find equal value to these findings.
Learning Outcomes
Following examination of the data presented, participants will:
• Describe the parameters of a traditional credit hour.
• Recognize subjective praxis of credit hour determinations.
• Discuss instrument development procedures.
• Discover objective measures used to quantify learning.
• Examine research instrument.
• Discuss outcomes of project.
Session Description
Traditional praxis and U.S. Department of Education (DOE) defines one credit hour as the learning that takes place during one instructional hour plus two student study hours. Increasing, adult enrollments in colleges are outnumbering traditional-aged persons. Additional influences of technology, life, work, and society are forcing higher education out of the classroom. As such, adult learners seek to gain education through alternative formats to meet their needs.
Since the U.S. measures education by the credit hour, a new measure is needed to accurately quantify learning for administrative and accountability purposes. Specifically, this measure should be based on intended learning outcomes rather than resource inputs. This approach will add value to the educational system by holding course designers accountable for learning outcomes and has the potential to change how the U.S. views current educational structures associated with credit hour values. A quantitative methodology will be presented to accomplish this gargantuan task.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
No preference
Primary Presenter
Frederick Carl Prasuhn, Ph.D., Western Governors University
Work Title
Instructional Designer
Additional Presenters: Enters In Order.
Scott Frasard, PhD, eBay, Inc.
Work Title
Global Manager, Training Measurement & Evaluation