1. MERLOT@Michigan The Power of a Cross-Disciplinary Community of Faculty, Staff, and Students including the burning question… What exactly is a learning object Institutional Stewardship Award Presentation MIC 2008

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3. Carl Berger, Office of the Provost Kim Bayer, LSA Information Technology Nancy Kerner, Chemistry Victor Wong, Office of the Provost Building the MERLOT @ Michigan Community of Practice 2005-2007 Address problems by forming a MERLOT@Michigan cross-disciplinary Community of Practice in 2006 3

4. Carl Berger, Office of the Provost Kim Bayer, LSA Information Technology Nancy Kerner, Chemistry Victor Wong, Office of the Provost Building the MERLOT @ Michigan Community of Practice 2005-2007 Robert Bain, Education Kim Bayer, LSA Information Technology Crisca Bierwert, CRLT Lynne Crandall, LSA Language Resource Center Brenda Gunderson, Statistics Ted Hanss, Medical School Nancy Kerner, Chemistry Raj Mangrulkar, Internal Medicine Helene Neu, Rom Lang & Lit Laurie Sutch, Faculty Exploratory Victor Wong, Office of the Provost Robert Bain, Education Kim Bayer, LSA Information Technology Crisca Bierwert, CRLT Lynne Crandall, LSA Language Resource Center Brenda Gunderson, Statistics Ted Hanss, Medical School Nancy Kerner, Chemistry Raj Mangrulkar, Internal Medicine Helene Neu, Rom Lang & Lit Laurie Sutch, Faculty Exploratory Victor Wong, Office of the Provost Learning is a social activity done within a learning community 4

5. PROMOTE AWARENESS & USE Explore ConverseEncourage 5

6. MERLOT @ Michigan 2006 – 2007 TTC, MERLOT and LOs Nov Dec Feb Apr 6

7. Carl Berger, Office of the Provost Kim Bayer, LSA Information Technology Nancy Kerner, Chemistry Victor Wong, Office of the Provost Building the MERLOT @ Michigan Community of Practice 2007-2008 Robert Bain, Education Kim Bayer, LSA Information Technology Crisca Bierwert, CRLT Lynne Crandall, LSA Language Resource Center Brenda Gunderson, Statistics Ted Hanss, Medical School Nancy Kerner, Chemistry Raj Mangrulkar, Internal Medicine Helene Neu, Rom Lang & Lit Laurie Sutch, Faculty Exploratory Victor Wong, Office of the Provost Robert Bain, Education Kim Bayer, LSA Information Technology Crisca Bierwert, CRLT Lynne Crandall, LSA Language Resource Center Brenda Gunderson, Statistics Ted Hanss, Medical School Nancy Kerner, Chemistry Raj Mangrulkar, Internal Medicine Helene Neu, Rom Lang & Lit Laurie Sutch, Faculty Exploratory Victor Wong, Office of the Provost Crisca Bierwert, CRLT Lynne Crandall, LSA Instr Support Svcs Brenda Gunderson, Statistics Ted Hanss, Medical School Susan Hollar, University Library Nancy Kerner, Chemistry Irene Knokh, Nursing Education Brian Malley, Psychology Raj Mangrulkar, Internal Medicine Jonathan Maybaum, Pharmacology Helene Neu, Romance Lang & Lit Dennis Pollard, Romance Lang & Lit Perry Samson, Engineering Emily Springfield, Dentistry Victor Wong, Office of the Provost Erping Zhu, CRLT 7

8. About the MERLOT@Michigan Community 8

9. The Power of a Community Assemble a cross-disciplinary community of faculty and staff to focus on commonalities and cross-institutional communications Enable cross-disciplinary social interactions to highlight misunderstandings and enhance understanding regarding the use of technology in the classroom 9

10. 10 MERLOT@Michigan Community of Practice 2008-2010 Projects: Enhancing undergraduate education through the deployment of good learning objects Primary Objective Enhance undergraduate education by integrating good cross-discipline and course-specific LO collections into undergraduate courses

11. 11 Insufficient Faculty Time Enhancing Undergraduate Education: Barriers to Integration of LOs

12. 12 Choosing and integrating good LOs into the curriculum requires time, content knowledge, pedagogical knowledge, and technological knowledge. Faculty tend to focus on content. Enhancing Undergraduate Education: Barriers to Integration of LOs

13. 13 Implement a training program to enable graduate students across disciplines to access, evaluate, and design quality LOs Educate selected graduate students in the creation of curriculum-based sequences of learning objects Implement cross-discipline workshops and meetings to exchange ideas and dialogue about common teaching and student learning needs Disseminate good cross-discipline and course- specific LO collections to relevant faculty for undergraduate course integration. Enhancing Undergraduate Education: Overcoming Barriers

14. 14 Broaden the scope and project impact by expanding participation to include four additional disciplines Twenty-four selected graduate students directly trained as reviewers, authors, and mentors with regard to LOs A minimum of 150 graduate students impacted directly and indirectly at the close of the project A minimum of 10,000 undergraduate will benefit educationally on an annual basis Member Enhancing Undergraduate Education: Future Plans and Outcomes

15. Kira Gallagher Graduate Student in Social Work, Graduate Student Mentor in Psychology Joel Vaughan Doctoral Student in Statistics, Graduate Student Instructor in Statistics Jay Holden Graduate Student in Social Work, Graduate Student Instructor in Psychology 15

16. Psychology Technology at the University of Michigan Kira Gallagher Psychology Technology Survey Psychology Learning Objects – Sharing Learning Objects 16

17. Psychology Technology at the University of Michigan Ten question online survey was sent to psychology professors Nine psychology professors responded representing graduate and undergraduate classes for the 100, 200, 300, 400, 600 and 700 levels 100% of responding professors currently use PowerPoint when teaching CTools and videos are also widely used in the classroom 17

18. 18 If you could easily access psychology technology online that has been peer reviewed for quality and validity, which of the following would be most useful for you?

19. In what specific areas of psychology do you wish more technology was available to help you present material?  Physiology  Sample experiments  Animations for teaching topics that have anatomical connection (i.e. emotion in the brain; body)  Research methods, including case example videos on research methods  Research methods, including case example videos on research methods  Experimental Methods Interviews, experiments in developmental psychology (children/aging), statistics  Experimental Methods Interviews, experiments in developmental psychology (children/aging), statistics  Students learning to assess their own learning styles  Students learning to assess their own learning styles  Computational modeling  Computational modeling 19

20. Possible Dissemination Techniques Personally contact those professors who participated in the online survey Create a CTools website for each discipline. –Faculty and GSI’s would be added to each site –Members could add/update/view/use learning objects in their field –Materials would be primarily web links –Personal assignments, lectures, videos could be shared online for wide use within each discipline *Limitation: Many professors want credit/payment for the work they do. Unfortunately these may deter members from contributing. Possible make adding part of contracts or job description? 20

21. Joel Vaughan Presenting course specific learning objects 21

22. Course Specific Collections: Statistics Survey Method: Interview Instructors about their courses. Survey Method: Interview Instructors about their courses. –Feasible due to small number of large introductory courses. –Focused on topics to be addressed by learning objects rather than type of learning object. Working to develop collections specific to each class, with Learning Objects for difficult topics. Working to develop collections specific to each class, with Learning Objects for difficult topics. 22

23. Course Specific Collections: Example Collection Stats 350 collection has objects focusing on topics traditionally difficult for students. 23

24. Course Specific Collections: Collaboration Our meeting revealed one object, the West Texas A&M Virtual Math Lab / College Algebra Tutorial, was very useful to Chemistry students as well. 24

25. Presenting cross-discipline learning objects Resource created by Alan Levine Maricopa Community Colleges [CROSS-DISCIPLINE L.O.] 25 Jay Holden

26. Cross Discipline LO:Research Methods For students of intro courses of any discipline who are beginning to focus on scientific research For students of intro courses of any discipline who are beginning to focus on scientific research Tutorial presents descriptions of various scientific research methods and each of their strengths and weaknesses across a variety of disciplines.* Tutorial presents descriptions of various scientific research methods and each of their strengths and weaknesses across a variety of disciplines.* Overview: An introduction to the uses and limitations of five common empirical scientific research methods- Overview: An introduction to the uses and limitations of five common empirical scientific research methods-  Experimentation  Naturalistic Observation  Correlation  Survey  Case Study *Specific research study examples are provided from the fields of psychology, sociology, anthropology, geology, and biology. 26

27. Research Methods: Major Learning Goals Learning Goals: The student should be able to… Learning Goals: The student should be able to…  Differentiate between 5 basic research methods  Identify the strengths of each method  Identify the limitations of each method  Recognize the level of performance that he or she is at on mastering the concepts provided for each of the above goals (Quiz/Test Feedback) Go to the site!27

33. Research Methods: Strengths CONTENT QUALITY CONTENT QUALITY Accurate, thorough, and relevant to many different disciplines - gives 2 solid example studies for each discipline! Accurate, thorough, and relevant to many different disciplines - gives 2 solid example studies for each discipline! AS A TEACHING TOOL AS A TEACHING TOOL Made with student learning objectives in mind (outlined in the site) Made with student learning objectives in mind (outlined in the site) Practice and Post-tests are useful teaching tools (feedback given on practice test; final scores given on post-tests- can be an assignment on its own!) Practice and Post-tests are useful teaching tools (feedback given on practice test; final scores given on post-tests- can be an assignment on its own!)final scoresfinal scores EASE OF USE EASE OF USE Very straight forward and easy to use. Instructions on the homepage assist the user in addressing any concerns Very straight forward and easy to use. Instructions on the homepage assist the user in addressing any concerns Visually appealing and simple Visually appealing and simple 33

34. CONTENT QUALITY CONTENT QUALITY Very uncomplicated and should only be used as an introduction to research methods or as a review Very uncomplicated and should only be used as an introduction to research methods or as a review AS A TEACHING TOOL AS A TEACHING TOOL Could not be used well in a lecture because the screen is too small and non-adjustable. Could not be used well in a lecture because the screen is too small and non-adjustable. No feedback for the final test given to the student on which items he or she answered correctly or incorrectly (it only gives the fraction of correctly answered items over the total number of items in each section) No feedback for the final test given to the student on which items he or she answered correctly or incorrectly (it only gives the fraction of correctly answered items over the total number of items in each section) EASE OF USE EASE OF USE The required shockwave plug-in cannot be loaded on campus computers without administrative access  The required shockwave plug-in cannot be loaded on campus computers without administrative access  34 Research Methods: Weaknesses

35. Research Methods: Overall Overall this cross-disciplinary learning object provides introductory students with solid, out of class, interactive learning material.

36. Health Open Educational Resources Michigan Medical School commits to and initiates publishing all of its pre-clinical materials as OER Medical School and the School of Information collaborate on innovative OER publishing process All Michigan health-professions deans pledge their support of OER publishing “Health-OER” planning grant submitted to the Hewlett Foundation, Soros Foundation, FAIMER 36

37. How Publication Is Done Today MIT OCW publication model = Staff Centric Challenges: –High cost –Does not scale –Limited access to faculty –Low refresh rate …How Else Can It Be Done? 37

38. Michigan faculty/staff/student collaborative approach Two tiers of faculty/student/staff collaborations: students who do the first-tier identification and clearing of course content more highly trained students and staff who mentor first-tier students and deal with more complex issues developed out of a Michigan School of Information course 38

39. 39 Michigan OER Publishing Process roles Mentor Student Faculty Faculty transfers course material to Student Faculty & Student connect regarding interest in OER Mentor trains Student: IP, software tools, workflow Faculty licenses course materials for OER publication Student identifies and documents IP issues Class #1 Agenda: find dScribe for open.michi gan Faculty/Mentor/Stud entteam reviews and clears IP issues clear IP BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell Student makes necessary changes to course material Class #1 Agenda: find dScribe for open.michi gan faculty reviews material; publishes to OER site Class #1 Agenda: find dScribe for open.michi gan publish to OER site 39

40. Benefits of Collaborative Approach Benefits to students: Master course content Learn about intellectual property thru practice Establish working connection with faculty Likely get either course credit or pay Benefits to faculty: Work with talented and interested students Conduct high-quality assurance of materials Have one’s expertise available 24 by 7 by 52 and leveraged through staff and students 40

41. May 2008 Africa Activities On 27 May, Michigan held a Health OER workshop in Ghana with universities from multiple countries participating. –Consensus was to move forward with community building On 28 May, Michigan team member Ted Hanss attended the MERLOT/OER workshop at eLearning Africa conference –Much interest in OER broadly in Africa across a wide range of disciplines 41

42. Community Building Work with African health science colleagues to: –Publish and use current open educational resources –Adapt existing OERs for local contexts –Co-create new OERs (#1 priority) A sustainable, reciprocal relationship around education content co-creation and co-use that can be scaled globally Michigan working jointly with another Hewlett- funded group, OER Africa on a 2009 proposal 42

43. open.michigan web site 43

44. More information … Email: Ted Hanss ted@umich.edu> open.michigan website: Questions? 44

45. The MERLOT Institutional Stewardship award is an amazing delight—thank you very much for recognizing our efforts! The MERLOT Institutional Stewardship award is an amazing delight—thank you very much for recognizing our efforts!

46. The National Center for Case Study Teaching in Science Case Collection MERLOT MERLOT This web site has many different case study activities covering various subjects. Case studies from 23 subjects included. Each case study includes a short summary, case study, and questions to be answered by students. Many case studies also include pictures and additional handouts to be used in class. Each case study also includes teaching notes: Teaching notes provide background information on the case, classroom objectives, and helpful guidelines for managing the activity in the classroom. To obtain the answer keys you must apply with a simple online form in order to prove your status as faculty or a professor. 46

47. The National Center for Case Study Teaching in Science Case Collection Strengths: ‘Case studies’ were the number one most desired online teaching tool by pooled psychology professors. A variety of case studies are available on different topics within each subject. New case studies are frequently added and can easily be found in the “new cases” section. Notes for the teachers are comprehensive and detailed. Many tell you exactly how to implement these case studies in the classroom. Limitations: Must be able to prove your status as a professor or faculty to obtain the answers. This may take up three business days, so the assignment can not be used as a last minute activity. Some prior knowledge of the subject may be helpful. If you are searching for a specific topic it may take a bit of searching to find a case study that applies to exactly what you are looking for. 47

48. dScribe Software Tool Web-based tool for reviewing, cataloguing, and categorizing OER content Built-in logic and workflow to guide student dScribes through the processes Faculty use the tool to provide feedback and final approval

49. Tool for dScribes and Faculty

50. Hewlett Planning Grant U-M awarded Hewlett Foundation planning grant, with supplemental funding from Soros Open Society Institute and the Foundation for the Advancement of International Medical Education and Research (FAIMER) – Deliverables include community building in Africa and U.S., pilot course materials, and technical architecture for collaborative development and use of Health OER 50