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ELIXR Presentation at MERLOT 2009

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

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ELIXR Presentation at MERLOT 2009

  1. 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. 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. 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. 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. 5. First Day of Class Workshops for Healthcare Professionals Roberta Ambrosino
  6. 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. 7. Second Workshop Framing Course Content  Objectives for workshop:  Identify course outcomes  Identify big questions in the course
  8. 8. Center for Teaching & Learning Using Merlot/ELIXR Case Stories in Faculty Development at Cal Poly Joe Grimes
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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.
  18. 18. 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
  19. 19. 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
  20. 20. 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

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