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Essential to the re-design of HIS 102, was the integration of assessment into all levels of the course. It began with the "backwards design" process of starting with instructional goals and objectives and then creating content, activities and assignments to meet them. In this way, each assignment, classroom activity or exam was specifically aligned with an instructional goal and objective before the class even began which made ongoing assessment possible as the class moved forward from January to May. Each assignment, classroom activity or exam was accessed during and after it occured which allowed the instructor to adapt the course to emphasize goals and objectives that were unmet, expand course activities and assignments that were meeting goals and objectives to reinforce learning or jettison those that were completely unsuccessful. Not surprisingly, this led to a very fluid course where change where feedback, revision and change were continuous. Finally, a summative assessment based on an anonymous survey was given at the end of the semester which provided feedback on student learning objectives, goals as well as their preferences in course design, content, assignments and activities. (link) Using both formal and informal assessment,the following preliminary observations about the course design and student learning can be made:

• Backwards design for this laptop intensive course was a successful methodology for reaching key instructional goals and objectives. Over 95% of the students reported an increase in their critical thinking skills and collaboration skills.
  
  -Instructor Observation: The non-lecturing, discussion-based style of the teaching and the e-activities reinforced the collaborative environment of the course and consistently reinforced collaborative skills. There were group dynamics at work throughout the course and some groups were consistently more productive than others. The students collaborated very easily on Web research and via email between class meetings. The online discussion boards were dropped after Module 2. Students and instructor found them redundant to in-class discussion.
  
• Students reported substantial improvement in their IT fluency skills in the areas of use of course management software, multimedia presentation skills and use of reliable sources on the Internet.
  
  -Instructor Observation: Students who enrolled in this laptop intensive course (noted in master schedule) were a self-selected group who were comfortable with laptops, wireless and using IT. Students who were not, dropped the course during the first week. Except for the course managment system, students did not feel that they learned more than 50% more in any of the IT fluency goals and objectives.
  
• 47% found that the course improved their writing skills. 53% found no substantial improvement of their writing skills.
  
  -Instructor Observation: Writing was emphasized only at the beginning of the course and these results reflected it. More time needed to be dedicated throughout the course to writing essays, citations and editing.
  
• Student viewing and use of the audio/Powerpoint Web-streamed lectures using Web-based streaming lectures using Adobe Captivate® was mixed. Only 13% viewed all parts of all twenty one lectures. The largest group, 36.4% viewed parts of all twenty one lectures. 27.3% of viewed parts of ten to twenty one lectures.
  
  -Instructor Observation: While students preferred the online lecture to face-to-face lectures, as the semester progressed students viewed the online presentations later and later in the module. Often times we would be discussing themes and many students had obviously not done the viewings. Many students viewed them right before the module exams. Clearly, most viewed parts of each lecture. Weekly online quizzes may be necessary to keep students on task.
  
• Student response to the audio/Powerpoint Web-streamed lectures was overwhelming positive. Over 95 % preferred them to traditional face to face lectures.
  
  -Instructor Observation: This is surprising since the streamed lectures were outside of class and took more total student time than traditional lectures. Clearly students are comfortable viewing online lectures and reading course material. For the instructor, this was the most important IT innovation since it freed up time for imporant discussion and activities with students. This changed the course entirely in terms of teaching methodology and time management.
  
• The e-activities using laptops and wireless connection to the Internet proved popular and successful. By far, the video gaming simulation Making History® proved to be the most popular among students (over 50% selecting it at their favorite e-activity). Students specifically identified the learning of decision making and historical understanding of leaders' decisions as the most important contributions to their learning by playing the simulation.
  
  -Instructor Observation: The e-activities needed to be planned more carefully. As the survey demonstrates, the gaming simulation was, by far, most popular with students. As an instructor, the gaming simulation, as expected was time intensive and technically challenging. Students seemed to have the appropriate historical context for decisions and their ability to both discuss and formally write on issues of appeasement of Nazi Germany between 1936-39 was very positive. Compared to earlier designs for learning this era, gaming simulations dramatically improved student learning objectives. The students who were gamers took the lead in groups while others seemed detached by the second class. There was an even male/female split in gaming students.
  
• To the question “ Did you find laptops and wireless connection to the Internet a distraction to your learning in this class?” 82.6% of the students stated “no” and 17.4% stated “yes.”
  
  -Instructor Observation: The laptops and wirelesss connectivity worked well during our classes. The gaming simulation overwhelmed those computers without the minimum required RAM and processer speed. Technical support on the first day from IT User Support was helpful in getting students onto the wireless. Dedicated technical support during the gaming simulation was essential. Since there was a clear laptop policy stated in syllabus and in class at the outset, students, for the most part stayed on task. During activities and discussion, I would see some students using IM or viewing the Web. During videos, the "screens down" rule was necessary and enforced. Overall, the laptops were not a distraction and essential to the course.
  
• 100% of students found the laptop intensive course better than courses that do not use laptops.
  
• Over 95% of students found this course much better or better than other courses they have taken at the college level.
  
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