Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Online Learning Objects: Affecting Change through Cross-Disciplinary Practices & Open Technologies

699 views

Published on

For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.

Published in: Education, Technology
  • Be the first to comment

Online Learning Objects: Affecting Change through Cross-Disciplinary Practices & Open Technologies

  1. 1. Online Learning Objects: Affecting Change through Cross- Disciplinary Practices & Open Technologies Michigan Education through Learning Objects (MELO) University of Michigan Emerging Technologies for Online Learning July 26, 2012Emily Puckett Rodgers, Steve Lonn, Frank Kelderman with Akiko Kochi, James Henderson, Martin Vega funded by a New Infrastructure/New Initiative grant Except where otherwise noted, this work is available under a Creative Commons Attribution-ShareAlike 3.0 license. Copyright 2012 The MELO 3D project team.
  2. 2. Check it outFollow us online:openmi.ch/et4online-melo3d-3Check out other ET4Online presentationsabout this project:openmi.ch/et4online-melo3d-1openmi.ch/et4online-melo3d-2 View and use materials from this project: openmi.ch/melo3d
  3. 3. The traditional format of the large, introductorycourse within research universities has consistently resisted change. Our Goal To improve education by integrating quality cross-discipline and course- specific Learning Objects (LOs) into undergraduate courses. Our Process Graduate student education to access, evaluate, design quality, course- specific LOs, disseminate collections and integrate into classrooms. MELO 3D disciplines Psychology Spanish History Writing Statistics Chemistry [General & Organic] Staff support Evaluation and Research Open Education Instructional Support MLibrary
  4. 4. We can learn from colleagues across disparate disciplines to find appropriate solutions toward effective teaching practices.Online Learning Objects Leverage emerging digital tools Tailored Years 1 Experiences Evaluation & Assessment &2 Disciplinary Cross- pollination Year 3 Wrapping to suit U-M classroom needs Students as Co- Teachers Open Educational Resources (OER)
  5. 5. Open from the StartNeed•  Flexible LOs•  Adaptable Resources•  Visibility, organization persistence•  Show growth of projectSolution•  Apply CC: BY-SA to MELO 3D materials•  Find and use OERs•  Employ Open Educational Practices•  Publish and store on the public web: open.umich.edu
  6. 6. Open from the Start Collect Review Package Disseminate training, reflections, summaries, assessment instruments, course materials, LOs MERLOT OER CommonsPersonalWebsites OpenCourseWareHard drives Consortium collectionCTools (LMS)Blogs SlideShareWikis Flickr YouTube Internet Archive http://openmi.ch/melo3d
  7. 7. General Chemistry"The availability of OER made it possible to address goals difficult tofocus on in the live lecture--arouse the interest of better-preparedstudents in the field of chemistry by providing additional self-learning challenges and exposure to real worldchemistry applications that are now available as OER." - Nancy Kerner, General Chemistry
  8. 8. Organic Chemistry"By inviting students to use VoiceThread to provide an explanation to aproblem, [we] took a huge step toward reducing barriers toparticipation and active learning in [this] large introductorycourse. They offered this as an “opportunity” to make the videos,fostering an opportunity to engage in a more comfortablesetting for students." - Grace Winschel, Organic Chemistry
  9. 9. Spanish"Also the process of licensing our learning objects and releasing thesematerials to the public has taught us a lot about properuse ofaudio visual resources taken from the internet, we findourselves putting these new lessons learned intopractice when we create material for daily instruction.” - Tatiana Calixto, Spanish
  10. 10. The MELO3D History TeamProf. Michael Witgen Michelle Cassidy Frank KeldermanHistory History American Culture
  11. 11. History 373: History of the American West
  12. 12. History 373: History of the American West(Professor Michael Witgen)Online, interactive syllabus: o  Embedding and linking to primary sources o  Using digital archives for early American History: Archive.org, American Memory, Wikimedia Commons, PBSTools for "real-time" historical inquiry: o  Tutorials for practicing historical analysis and synthesis o  Tutorials for primary research: using database; reading political cartoons; effective keyword searches
  13. 13. Library of Congress, American Memory Collection - http://memory.loc.gov
  14. 14. The Internet Archive, http://www.archive.org
  15. 15. OutcomesFocus on transferable skills as well as content o  Critical analysis & historical synthesis o  Not only on assignments, but also during weekly meetings and self-studyClassroom dynamics: from lectures to interactive meetings o  Interactive mini-lectures o  On-the-spot group work o  Debriefing: teacher-instructor back-and-forthAssessment o  Increased classroom engagement; students voices heard in lectures o  Rethinking student responsibilities and accountability
  16. 16. Online Syllabus American Culture 204
  17. 17. Impact of Openness "Travel and Encounter inAmerican Culture 204: Native North America" (Frank Kelderman) Using Wikipedia for midterm assignment o  Teaming up with Wikipedians group at U of M o  Focus on knowledge creation and sharing in public domain Collaborative online final projects o  Synthesizing weekly readings to "translate" into publishable content o  Making students part of the creation of open educational resources
  18. 18. Baron de Lahontans New Voyages to America, Wikipedia.org
  19. 19. Wikipedia Educational Assignment Page
  20. 20. Impact of Openness "Travel and Encounter inAmerican Culture 204: Native North America" (Frank Kelderman) Using Wikipedia for midterm assignment o  Teaming up with campus Wikipedia reps o  Focus on knowledge creation and sharing in public domain Collaborative online final project o  Synthesizing weekly readings to "translate" into publishable content o  Making students part of the creation of open educational resources
  21. 21. Student-authored Open Educational Resource
  22. 22. Student-authored Open Educational Resource
  23. 23. The Internet Archive, http://www.archive.org
  24. 24. Impact of Openness "Travel and Encounter inAmerican Culture 204: Native North America" (Frank Kelderman)Using Wikipedia for midterm assignment o  Teaming up with Wikipedians group at U of M o  Focus on knowledge creation and sharing in public domainCollaborative online final projects o  Synthesizing weekly readings to "translate" into publishable content o  Making students part of the creation of open educational resources
  25. 25. Measuring Impact StudentDigital Log Data (Analytics) Achievement (formative & summative) Student / Instructor Perceptions (Survey + Anecdotal)
  26. 26. Student AchievementFormative AND Summative Assessment•  Formative assessment closer to learning objectives in LOs•  Summative assessment often clouded with other factors, assignments, curves, etc.
  27. 27. Student / Instructor Perceptions•  If they cant use it, probably wont learn from it•  Iterative development•  Allows for comparisons across disciplines if using similar instrument•  Ours: o  Familiarity with key course topics o  Whether used course resources (textbook, LOs, others) o  Helpfulness of used resources o  Qualitative: §  most helpful resource, improvement, new resources, addl. comments Instruments: http://openmi.ch/melo3d
  28. 28. Digital Log Data•  From systems like Learning Management Systems, Student Response, etc.•  Who, what, and when o  Doesnt answer why or necessarily how much (intent) o  Problem: accidental clicking•  Really useful in conjunction with other data sources
  29. 29. Whoneedshelp themost?
  30. 30. Statistics 91% of students "used" the LO during their pre-labs.•  Impact? Negligible. o  No significant difference in final score for those who used NTS o  Except for lowest achieving students. §  Those who scored in lowest quartile of 2nd midterm saw an average 10-point boost from using NTS on the final (24.3 to 34.9)
  31. 31. StatisticsNTS in comparison with other course resources ___ was helpful in understanding course material (1=SD, 5=SA)
  32. 32. Chemistry
  33. 33. Chemistry
  34. 34. Does the Learning Object help make sense.... of difficult concepts?
  35. 35. Organic ChemistryLearning Objects + Voicethread• Controlled Experiment o  Random selection o  One section; Treatment (n=267) o  Two sections; Control (n=520)•  Impact o  Treatment section performed better on Exam 1 §  81 vs. 77 o  Not significant on Exam 2 §  74 vs. 72
  36. 36. Organic Chemistry Does more LO views = better grade? Positive correlation for both exams
  37. 37. When you viewresources matters...
  38. 38. Spanish LOs designed as review materials Podcasts 53% of students viewed at least one podcast Movie Segments some required, some not
  39. 39. SpanishWhen different types of students view the podcasts matters http://www-personal.umich.edu/~tcalixto/grammarpodcasts/Inicio.html
  40. 40. Overall Trends•  Majority of students in classes use optional LOs when made available and advertised
  41. 41. Lets Talk And Thanks! Contact Us epuckett@umich.edu I slonn@umich.edu

×