1. Tanya Breault & Nancy Kerner University of Michigan The Process of Integrating Learning Resources into Large Introductory Courses

2. The Challenge To improve undergraduate education by integrating quality cross-discipline and course-specific Learning Objects (LOs) into large introductory courses

3. Expertise as User of Technology Ratings

4. Involve and disseminate to relevant faculty good cross-discipline and course-specific LO collections for undergraduate course integration.  The trainee becomes the trainer Train graduate students to find, evaluate, design, and integrate quality course- specific LO collections The Proposed Solution

5. Large Courses at U of M Intro Stats 3000 students Intro Chem 2900 students Intro Psych 800 students Spanish 200 students Calculus I, II, III 3000 students Intro Physics 1200 students Composition 1500 students

6. Large Course Challenges Diverse faculty objectives and/or philosophies for a given course Student and TA differences with regard to background knowledge and skills Imperfect learning resources Availability of needed technology

7. The LO Course Collection Step 1: Select learning objects that align with topics Step 2: Evaluate content Step 3: Create LO collection

8. Creating LO Course Collection From this to this 50 Chemistry Learning Objects Course LO Collection

9. http://www.merlot.org/merlot/viewPortfolio.htm?id=317772 An Example of a Personal Collection of Peer Reviewed LOs on MERLOT

10. The LO Course Collection Step 4: Match LOs with objectives (I.e., concepts, skills, or as needed) not just topic Step 4: Organize within syllabus or on website to conform with objectives A-B-C-D Coded by ConceptEasy to difficult

11. Example of LO Collection provided on a class website

12. LOs Listed by Skills and Topic Chemistry 125 E1: Precipitation Skills and concepts: Dissociation Precipitation and Equilibrium Reactions Solubility and atomic structure How water dissolves ions Animation of How Ionic Compounds Dissolve Animation of NaCl Dissolving and Precipitation Reactions Solubility Graphs by Element Dissolving Movie

13. Cross-disciplinary LOs Students have different levels of academic training Success in any course demands a solid foundation in a variety of basic academic skills What does slope of the line mean?

14. Atomic Structure : First 11 Elements Interactive Discussion In Depth Discussion Interactive Presentation Balancing Equations: Practice Calculator Math: In Depth Discussion Periodic Table : In Depth Discussion Interactive PT Interactive Trends Interactive PT Bonding: Interactive Presentation Electron Density Structure of Matter Water: Interactive Presentation Chem125 Background LOs

15. Collection  Individual LO Identify goal of inclusion –Clarify muddy points? –Prepare students for …? –Practice set of skills? “Will this LO enhance student skills or understanding of …?”

16. Individual LO Inclusion What are the cognitive demands? Based on Bloom’s taxonomy where may the LO be used within the course? Discussion Pre-lab

17. Does LO fit needs? Where? Acid Base pH meter

18. Does LO fit needs? Where? http://www-personal.umich.edu/~dpkhan/index.html

19. Integrating the Imperfect LO Many excellent LOs have a flaw (lack of directions…)  poor as a standalone resource. LO By “packaging” the resource, instructor can guide students’ interaction with the imperfect LO. How can an imperfect LO be incorporated into a class?

20. http://www.dayah.com/periodic/

21. Periodic Table Pre-lab

22. Book vs. Online Access

24. –UM MELO group especially Damian Khan Noah Gardner Dave Childers –MERLOT –Questions? Tanya Breault: tbreault@umich.edu Nancy Kerner: nkerner@umich.edu Thank You to…