ELIXR: Using Web-based, Media Rich, Case Stories to Encourage Innovation in Teaching

1. ELIXR: Using Web-based,
Media Rich, Case Stories to
Encourage Innovation in
Teaching
Flora McMartin, Broad-based Knowledge
Roberta Ambrosino, UT Health Science Center
Joe Grimes, CSU – San Luis Obispo
Kiren Dosanjh Zucker, CSU - Northridge

2. Presentation Overview
 What is ELIXR? (a short demonstration)
 Examples of Use
 Roberta Ambrosino – First Day of Class
 Joe Grimes – Universal Design for Learning & First
Day of Class
 Kiren Dosanjh Zucker – Just in Time Teaching
 Faculty Development Outcomes and Impact
 Questions and Discussion

3. ELIXR
 develop and test new collaborations
among faculty development centers
and online resource repositories.
 Create innovative models of online
resources that illustrate exemplary
teaching

4. ELIXR Fellows
 Purpose of fellowship: implement case
stories in faculty development programs
and evaluate their effectiveness
 Fellows
 Roberta Ambrosino, UT Health Science Center
 Joe Grimes, CSU – San Luis Obispo
 Kathy Ross – Indiana University, Kokomo
 Kiren Dosanjh Zucker, CSU - Northridge

5. First Day of Class Workshops
for Healthcare Professionals
Roberta Ambrosino

6. First Workshop
Motivating Students with Course Objectives
Objectives for workshop:
 Explore educational theories of motivation
 View other faculty performing motivational
activities
 Choose and apply activities for use in their
learning environment

7. Second Workshop
Framing Course Content
 Objectives for workshop:
 Identify course outcomes
 Identify big questions in the course

14. Center for Teaching & Learning
Using Merlot/ELIXR Case Stories in
Faculty Development at Cal Poly
Joe Grimes

15. Use of Merlot/ELIXR Case
Stories in Faculty
Development at Cal Poly
 Orientation Tool for New Faculty
 Preparing Faculty to Use Technology More
Effectively
 Pilot Mini Learning Community Addressing
Universal Design for Learning
15

16. Orientation Tool for New
Faculty
 “Making Your 1st Class Session Really First
Class” Found at
http://pachyderm.cdl.edu/elixr-stories/
1stday-slo/
 URL Sent to New Faculty in Welcoming Letter From
Faculty Development
 Used in New Faculty Orientation Workshop
 During the Workshop, Faculty Indicated that it Was
Quite Helpful
16

17. Preparing Faculty to Use
Technology More Effectively
in Hybrid/One Classes
 Faculty Participate in a Seven Week “Hybrid”,
”Blended” Workshop
 Faculty Study the Videos During Two of Their Online
Sessions
 Faculty Discuss the Videos During One of The Face To
Face Sessions
 First Day is Extremely Important in Hybrid/Online
Courses
 During the Workshop, Faculty Indicated that it Was
Quite Helpful 17

18. Pilot Mini Learning
Community Addressing
Universal Design for Learning
 Universal Design for Learning in Information
System at URL
http://pachyderm.cdl.edu/elixr-stories/udl-
information-systems/
 Used as an Example of How a Faculty
Improved Learning
 Limited Because it Addressed Only One UDL
Principle (Use of Small Groups)
18

19. Lessons Learned
 Seeing it Happen is Better than Just Talking About or
Reading About How It Should Happen
 It is Positive to Discuss the Case Stories with Others
 Different People will Gain Different Insight
 Good to have Interdisciplinary Discussions
 A Case Story is Designed to Achieve a Specific
Outcome
 First Day – Motivation, Framing, Expectations, Assessment,
Climate, Essential Administration, and Evolution
 UDL – Small Group Discussions, Guided Notes, Online Multimedia
 Case Stories May be Used in a Variety of Ways
19

20. Using MERLOT/
ELIXR “Just in Time”
at Cal State
Northridge
Goals, Planning, and Outcomes of
“Just in Time Teaching” MERLOT/
ELIXR Spring 2009 workshop
Kiren Dosanjh Zucker

21. Goals for Workshop
 Raise awareness and stimulate interest among
CSUN faculty in MERLOT/ELIXR as a teaching
resource
 Develop CSUN faculty members’ ability to
engage students in learning by engaging
them in JiTT pedagogical approach
 Promote the use of JiTT exercises to enhance
CSUN students’ engagement in constructing
knowledge

22. Planning and promoting
“Just in Time Teaching”
workshop
 Technical support from MERLOT/ELIXR and CSUN
Faculty Development staff
 Description of MERLOT/ELIXR and JiTT included
in workshop announcements
 Pre-survey of participants’ pedagogical
approaches to students’ preparation and
construction of knowledge
 Scaffolding participants’ understanding of
“Just in Time Teaching”
 Definition, description, examples, and exercises
integrated with video clips

23. Outcomes
 Participants’ “takeaway” – last day of class JiTT
exercise created and shared as part of
workshop activity
 “One Minute Survey” results:
 Prof. Grove’s “excitement of discovery” concept was
“one idea” participants “want to remember
 Participants planned to use JiTT “to have students
come in [to class] prepared and eager
 “Checking out (other) MERLOT/ELIXR videos” as well.

24. Evaluation Overview
 Tools (all available at ELIXR website under
Faculty Development Tab)
 Pre-event survey (recommended)
 Workshop satisfaction survey (required)
 Post-event survey (recommended)
 For the really brave at heart – conducting a case
study

25. Some Findings
 Getting ‘pre’ measures very difficult to do –
 ‘post’ measures somewhat easier, but they are just
coming in now
 Faculty report (unprompted) that the videos are
quite meaningful, they like the variety
 They are very satisfied with the interactive nature of
the workshops
 Time***** is the biggest barrier to implementation
ELIXR is a FIPSE funded project

26. Contact Info
 Flora McMartin, Broad-based Knowledge
Flora.mcmartin@gmail.com
 Roberta Ambrosino, UT Health Science
CenterAmbrosino@uthscsa.edu
 Joe Grimes, CSU – San Luis Obispo
jgrimes@calpoly.edu
 Kiren Dosanjh Zucker, CSU – Northridge
Kirne.Dosanjh.Zucker@csurn.edu