Innovative and Inquiry-Based Teaching for Excellence: IITE Program Tim Keirn, Professor of History,  California State Univ...
What’s The IITE Program? <ul><li>Deliver a professional development course for university faculty to redesign their curric...
Elements of Professional Development Course <ul><li>Defining student learning outcomes for Program, Course, Paper, and Les...
Timeline for Transformation <ul><li>June 2005:  Delegation from India’s National Knowledge Commission confers with CSULB <...
Timeline for Transformation <ul><li>March 2009:  CSU reviewed IITE curriculum at Lucknow and supported design of virtual c...
REDESIGNED LEARNING <ul><li>The shift from lecturing with end of the program examinations to inquiry-based pedagogy to ens...
Credential Student Learning Outcomes
Course Student Learning Outcomes
Paper Student Learning Outcomes
Lesson Plan for Unit in Paper: Part 1 Title Population dynamics: The different growth curves and their regulation Author G...
Lesson Plan for Unit in Paper: Part 2 Step by step description of how the lesson would be delivered <ul><li>Presentation d...
Lesson Plan for Unit in Paper: Part 3 Assessment Rubric for lesson (Minimum marks-7; Maximum marks- 80) Criteria Proficien...
IITE OpenCourseWare in the Works <ul><li>What Will Help Reuse? </li></ul><ul><ul><li>Presentation slides </li></ul></ul><u...
Customize Your Own IITE Course with MERLOT +
Supporting Adaptation of IITE Program <ul><li>Academic Staff College at Lucknow </li></ul><ul><ul><li>Delivers faculty pro...
Supporting Lucknow’s Transformation to eLearning <ul><li>Lucknow University’s Virtual Classrooms </li></ul><ul><ul><li>Rea...
Scaling and Sustaining Transformation <ul><li>Shifting Leadership and Ownership </li></ul><ul><ul><li>MERLOT Teaching Comm...
Next Steps: <ul><li>Lucknow revising IITE curriculum into an Indian context and language </li></ul><ul><li>Lucknow’s Porta...
Upcoming SlideShare
Loading in …5
×

Innovative and Inquiry-based Teaching for Excellence

1,141 views

Published on

Description of an international collaborative project between the California State University, Long Beach, MERLOT (www.merlot.org), and the Academic Staff College of Lucknow University, India to redesign higher education instruction in India. The project is partially funded by the William and Flora Hewlett Foundation. Inquiry-based learning and the innovative use of Open Educational Resources within the context of defining and assessing student learning outcomes is the focus of the collaborative effort.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,141
On SlideShare
0
From Embeds
0
Number of Embeds
13
Actions
Shares
0
Downloads
18
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • What is a valuable service? Best practice (changes in business practices) Expert practice (reliable, efficient, accuracte) Cost effective practices Personable – people personnally appreciate your service Overall, you provide a services that is faster, cheaper, better than they could do themselves – you are adding capacity to their organizations What’s a valuable product? Deployable Trainable Cost effective Good – (long ½ life, quality, reliable)
  • Innovative and Inquiry-based Teaching for Excellence

    1. 1. Innovative and Inquiry-Based Teaching for Excellence: IITE Program Tim Keirn, Professor of History, California State University, Long Beach Gerry Hanley, Executive Director, MERLOT California State University System
    2. 2. What’s The IITE Program? <ul><li>Deliver a professional development course for university faculty to redesign their curriculum with inquiry-based pedagogy and innovative OER technologies. </li></ul><ul><ul><li>Connecting Student Learning Outcomes to Assessment of Student Performance </li></ul></ul><ul><li>Transfer California State University expertise to the Academic Staff College at Lucknow University, India </li></ul>
    3. 3. Elements of Professional Development Course <ul><li>Defining student learning outcomes for Program, Course, Paper, and Lesson Plans </li></ul><ul><li>Applying inquiry-based pedagogy to achieve student learning outcomes </li></ul><ul><li>Designing assessment rubrics and connecting student performance to learning outcomes </li></ul><ul><li>Building lesson plans with OER to support inquiry-based pedagogy </li></ul>
    4. 4. Timeline for Transformation <ul><li>June 2005: Delegation from India’s National Knowledge Commission confers with CSULB </li></ul><ul><li>January 2007 : CSU delegation goes to India to establish partnership </li></ul><ul><li>Sept 2007 : Lucknow delegation goes to CSULB for intensive engagement on IITE </li></ul><ul><li>January & March 2008 : CSU delegation goes to Lucknow to pilot IITE curriculum </li></ul><ul><li>Sept 2008 : Hewlett Grant Funding Begins </li></ul><ul><li>January 2009: CSU team drafts IITE curriculum </li></ul>
    5. 5. Timeline for Transformation <ul><li>March 2009: CSU reviewed IITE curriculum at Lucknow and supported design of virtual classroom </li></ul><ul><li>December 2009: Lucknow team goes to CSULB to finalize curriculum and practice use of technologies </li></ul><ul><li>March 2010: CSU delivers IITE course to Lucknow faculty over 3 months </li></ul><ul><li>August 2010 : Lucknow faculty complete IITE course in MERLOT Voices </li></ul><ul><li>March 2011: Plans for Scaling IITE, Lucknow University Portal Services demonstrated </li></ul>
    6. 6. REDESIGNED LEARNING <ul><li>The shift from lecturing with end of the program examinations to inquiry-based pedagogy to ensure the achievement of defined and assessed learning outcomes is significant. </li></ul><ul><li>The following slides are samples of work products of faculty in the IITE professional development course. See more samples on http://iite.merlot.org </li></ul>
    7. 7. Credential Student Learning Outcomes
    8. 8. Course Student Learning Outcomes
    9. 9. Paper Student Learning Outcomes
    10. 10. Lesson Plan for Unit in Paper: Part 1 Title Population dynamics: The different growth curves and their regulation Author Geetanjali Mishra Name of Paper Ecology Student Learning Outcome (SLO) Demonstrate knowledge and understanding of growth curves in various populations and the various factors influencing it. How this SLO fits within the context of the paper Population dynamics is one of the essential concepts of ecology, which is part of the syllabus of Zoology Prerequisite knowledge of students <ul><li>Basic concept of the components of the ecosystem and various factors influencing it. </li></ul><ul><li>An understanding of population and factors influencing it </li></ul><ul><li>Basic computer skills for access to information on the internet </li></ul><ul><li>Basic understanding of experimental designing </li></ul>List of learning materials needed to deliver the lesson <ul><li>Concepts of ecosystem: Kormandy </li></ul><ul><li>Fundamentals of ecology: E.P. Odum </li></ul><ul><li>Access to internet </li></ul><ul><li>Drosophila population </li></ul><ul><li>Plastic ware and food for rearing Drosophila </li></ul><ul><li>Access to statistical software </li></ul><ul><li>Assessment rubric </li></ul>
    11. 11. Lesson Plan for Unit in Paper: Part 2 Step by step description of how the lesson would be delivered <ul><li>Presentation discussing population and influencing factors </li></ul><ul><li>Introduction to growth curves. </li></ul><ul><li>Pose question: </li></ul><ul><ul><li>Do the growth curves change with space, food and temperature? </li></ul></ul><ul><li>Go to http://ats.doit.wisc.edu/biology/ec/pd/t1.htm </li></ul><ul><li>Demonstrate tutorial. </li></ul><ul><li>Ask students to make predictions as required in the tutorial to demonstrate theoretical understanding of growth curves and population dynamics </li></ul><ul><li>Homework: </li></ul><ul><ul><li>Students to design and conduct experiment using Drosophila to assess regulation of and change in growth curves using, variations of food quantity, food quality, temperature and space </li></ul></ul><ul><ul><li>Data obtained to be suitably analysed with discussion on findings </li></ul></ul><ul><ul><li>Students to work in groups of three and will submit report at the end of experiment or one month from start of lesson, whichever comes earlier. </li></ul></ul>Estimated amout of time to deliver the lesson Class room (presentation): 45 minutes Virtual lab: 45 minutes Experiment: One month (maximum input of an average of 20 minutes daily)
    12. 12. Lesson Plan for Unit in Paper: Part 3 Assessment Rubric for lesson (Minimum marks-7; Maximum marks- 80) Criteria Proficiency levels Not proficient Proficient Exemplary Predictions in Virtual Exercise 0-5 correct 0-3 marks 5-10 correct 4-6 marks 10 and more correct 7-10 mark s Experimental designing More than 2 mistakes in experimental design 1-3 marks 1-2 mistakes in experimental design 4-6 marks 0 mistake in experimental design 7-10 mark s Skill in handling animals Ethical committee recommendations followed with more than 3 deviations 1-3 marks Ethical committee recommendations followed with only 2-3 deviations 4-6 marks Ethical committee recommendations followed completely or with a maximum of 1 deviation 7-10 mark s Precision in observation Takes observations once a day and at irregular timings 1-3 marks Observations twice a day at more or less precise timing 4-6 marks Observations three times a day at precise timings 7-10 mark s Analysis of results No statistical analysis 1-3 marks Minimum (Primary) statistical analysis 4-6 marks Complex ( Appropriate ecological equations used) 7-10 mark s Presentation of results No tables and graphs, just written descriptions 1-3 marks Only tables 4-6 marks Well represented graphs & tables 7-10 mark s Interpretation & Discussion of Results Lack of use of results of statistical analysis, based on just numerical differences; 0-2 supporting evidences from other related studies 1-3 marks Use of primary statistical results; 2-5 supporting evidences from other related studies 4-6 marks Use of results of complex statistical analysis; more than 5 supporting evidences and suggestions for alternate explanations 7-10 mark s Identification of lacunae & need for further investigation No lacunae identified in the study and no suggestions for further investigations 1-3 marks Lacunae identified but no suggestions for further investigation 4-6 marks Lacunae identified and suggestions for further investigations made 7-10 mark s
    13. 13. IITE OpenCourseWare in the Works <ul><li>What Will Help Reuse? </li></ul><ul><ul><li>Presentation slides </li></ul></ul><ul><ul><li>Templates for documents and processes </li></ul></ul><ul><ul><li>Video’s showing delivery </li></ul></ul><ul><li>MERLOT’s Open Educational Services </li></ul><ul><ul><li>MERLOT’s Digital library with Personal Collection, Member Comment, and Learning Exercises features can substitute for an open LMS </li></ul></ul><ul><ul><li>MERLOT Voices is open academic forum for dialog </li></ul></ul>
    14. 14. Customize Your Own IITE Course with MERLOT +
    15. 15. Supporting Adaptation of IITE Program <ul><li>Academic Staff College at Lucknow </li></ul><ul><ul><li>Delivers faculty professional development program throughout Uttar Pradesh, India </li></ul></ul><ul><li>Transfer CSU Expertise to Lucknow </li></ul><ul><ul><li>Phase 1: CSU teaches IITE course Lucknow faculty </li></ul></ul><ul><ul><li>Phase 2: Lucknow faculty and staff teach IITE course to Lucknow faculty </li></ul></ul><ul><ul><li>Phase 3: Lucknow faculty and staff teach IITE course to faculty across U.P. India </li></ul></ul>
    16. 16. Supporting Lucknow’s Transformation to eLearning <ul><li>Lucknow University’s Virtual Classrooms </li></ul><ul><ul><li>Ready for distance educational services </li></ul></ul><ul><ul><li>Capturing expertise for reuse </li></ul></ul><ul><li>Lucknow University’s e-Learning Portal: A Pioneering Service for India </li></ul><ul><ul><li>Online delivery of Lucknow’s professional development courses </li></ul></ul><ul><ul><li>Repository of Lucknow/India authored content </li></ul></ul><ul><ul><li>Communications tools and services </li></ul></ul>
    17. 17. Scaling and Sustaining Transformation <ul><li>Shifting Leadership and Ownership </li></ul><ul><ul><li>MERLOT Teaching Commons to Lucknow Portal </li></ul></ul><ul><ul><li>CSU IITE Course to Lucknow Course </li></ul></ul><ul><ul><li>CSU Teaching to Lucknow Teaching </li></ul></ul><ul><ul><li>Begin with STEM Disciplines to Expand to All Disciplines </li></ul></ul><ul><ul><li>Seed with Hewlett funds to sustain with funds from institutionalized sources in India </li></ul></ul>
    18. 18. Next Steps: <ul><li>Lucknow revising IITE curriculum into an Indian context and language </li></ul><ul><li>Lucknow’s Portal Services used in Phase II of delivering IITE course </li></ul><ul><li>Integration of MERLOT’s technologies into Lucknow’s Portal Services </li></ul><ul><ul><li>Build Locally, Link Globally </li></ul></ul>

    ×