1. MERLOT 101 Online: A Faculty Development Course Cathy Simpson, Director Technology Applications Center csimpson@nvcc.edu http://tac.nvcc.edu Laura Franklin, Professor of French Co-editor of World Languages, MERLOT lfranklin@nvcc.edu MERLOT 2006 Conference

2. Session Objectives  Share need for online MERLOT 101 course  Demonstrate components of MERLOT 101  Explore course outcomes  Discuss participant satisfaction  Demonstrate evidence of persistence in MERLOT

3. Establishing a Community Who We Are Who Are You?

4. About NVCC  Largest community college of 23 in Virginia Community College System – 6 campuses  Located in the Washington, D.C. suburbs  59,500 credit students annually (unduplicated)  24,500 non-credit students annually (unduplicated)  5,500 students in distance learning courses  345 distance learning courses offered  292 hybrid courses offered currently

5. NVCC Student Body/Faculty Student Body  52% between 18 and 24 years of age  54% female and 46% male  52% Caucasian, 16% African American, 13% Asian, 11% Hispanic, 8% other  International students from 184 countries Faculty  524 Full Time  1,037 Part Time

6. Determining Need and Format

7. My Role in the Project  Determine need  Identify MERLOT expert to design and teach online training course  Identify some elements in the course design  Be guest expert participant  Support and market the professional development opportunity  Share with the Virginia Community College System (VCCS)

8. Need for Online MERLOT 101  To assist faculty and staff in identifying quality online learning materials for teaching and learning  To discuss best practices for using these learning materials in class  To support the hybrid course development seminar  To add membership and components to MERLOT community and collection  To share the course with the VCCS

9. Select Format for Course Delivery Types of Training Offered through TAC  Face-to-face workshops  Online training courses  Hybrid training courses  eMEETING training  Online tutorials Flexibility and Easy Access Needed

10. Identify MERLOT Expert to Design and Teach Online Training Course  Designer & Teacher: Laura Franklin, co-editor of World Languages in MERLOT  Expert Participants: Other VCCS faculty on VCCS MERLOT Team

11. Identify Some Components in Course Design  Announcement  Course Information Syllabus  Discussion Forums  Assignments  Resources  Means of online evaluation for feedback

12. Major Assignments for Three Week Online Course  Who we are and why we are here  Familiarization with MERLOT  Creating a MERLOT Member Profile  Searching and Browsing MERLOT  Starting a MERLOT Personal Collection  Building a MERLOT Learning Assignment (optional)

13. Be Guest Expert Participant  Experience the course hands-on  Interact with colleagues in the discussion forum assignments  Provide feedback on experience

14. Support & Market Professional Development Opportunity  Promote course through TAC sponsored emails  Register for course through TAC online registration database  Promote course in Summer Hybrid Course Development Seminar  Make course available to everyone in the VCCS by placing course as organization in Faculty Connect in NVCC Blackboard Portal

15. Technology Applications Center http://tac.nvcc.edu

16. MERLOT 101 Online Is  Way to access quality ready-made learning materials in the discipline through MERLOT  Strategy for understanding scope of MERLOT  Model of best practice  Example of learning materials developed to offer variety of learning opportunities to meet various learning styles  Means to apply learning theory to course design

17. Online Training Course: MERLOT 101