Presentation on theme: "EDUCAUSE 2000 October 12, 2000 Nashville Tenn David Ernst, California State University Gerard L. Hanley, California State University Bruce Mason, University."— Presentation transcript:
EDUCAUSE 2000 October 12, 2000 Nashville Tenn David Ernst, California State University Gerard L. Hanley, California State University Bruce Mason, University of Oklahoma Jessica Somers, University System of Georgia An International Teaching and Learning Network for Faculty
MERLOT WHAT IS IT? WHAT IS IT?
M M ultimedia E E ducational R R esource for L L earning and O O nline T T eaching
Vision & Mission MERLOT’S VISION is to be the place where faculty from around the world will share teaching-learning materials and pedagogy. MERLOT’S MISSION is to improve the effectiveness of teaching and learning by expanding the quantity and quality of peer-reviewed online learning materials that can be easily incorporated into faculty designed courses.
Multiple Aspects of MERLOT MERLOT is a cooperative - 23 institutions and systems of higher education working together. MERLOT is a set of processes - Implementing peer review of online teaching-learning materials and building online, discipline-based communities. MERLOT is software - a searchable database of online learning materials, pedagogical support, and people. The On-line Community Starter Kit is the software application.
Faculty control the teaching/learning process. Faculty-led peer review processes are the key to expanding the use and effectiveness of digital learning materials - NSF award. MERLOT Assumptions: Be Faculty Focused Faculty need recognition of their contributions to teaching and learning with technology.
An increased institutional focus on online teaching and learning. Powerful instructional technology resources and way to document contributions to teaching. Ability to share the work of many faculty in a collaborative environment composed of discipline communities. MERLOT Offers
MERLOT Addresses Faculty Development Needs A way to reach the “other 80%” –Ease of use –Reduce time commitment –Lessen the demands on local support staff
Is the MERLOT Cooperative Really Working?
YES, if…... It involves a commitment to: Collaboration Community Building Coordination and Effort
MERLOT’s Value for Partners Way to engage faculty in teaching and learning dialogues Faculty excitement over quality learning modules Faculty development strategy Integration with Organization’s Strategic Plan
Integration with Partner’s Strategic Plan Regional training eCore course development Supplement WebMBA & European Union learning resources Making MERLOT the best unkept secret in the System
Institutional Partner Commitments Faculty Reviewers –8 faculty to serve as experts –Reassigned time/graduate assistant/stipend Travel –Training, presentations, meetings Project Director (10+%) –Planning, coordinating, budgeting, etc. Participation Fee
WHY Commit? The solution to some local, institutional problems requires global strategies. MERLOT is: committed to free access for end-users built upon the principle of open exchange of ideas almost 200 faculty working in concert a leveraging of partner resources
How Does MERLOT Work?
Organization of MERLOT MERLOT Administrative Team MERLOT Advisory Committee MERLOT Project Directors MERLOT Discipline Co-Leaders MERLOT Faculty Discipline Team Members
MERLOT Discipline Groups Physics Business Teacher Ed Biology Chemistry Health Sciences History Math Psych Music Info Tech Foreign Languages
Discipline Community Management Discipline co-leaders are critical for online communities’ success Leadership training for discipline co-leaders - Facilitate faculty discipline team - Develop peer review processes - Use online tools and templates - Contact professional organizations
Peer Reviews Workshop for faculty learning how to perform peer reviews: Adopting evaluation standards - quality of content - potential effectiveness for teaching-learning - ease of use Developing their peer review process Understanding their roles and responsibilities as MERLOT reviewers
Schedule of Partner Activities Meetings Date Location Project Directors Meeting July 17-18, 2000 Denver Discipline Leader Training Sept , 2000 Salt Lake City Discipline Team Faculty Oct , 2000 Nashville Partner Faculty Developers Nov , 2000 Ann Arbor All Advisory Boards Jan , 2001 New Orleans MERLOT “Recruitment” Meeting March, 2001 TBA MERLOT National Conference Spring, 2001 Florida
Using MERLOT for Teaching andLearning andLearning
Scenario 1: Intro physics class is in 20 minutes Topic: Random motion of gas atoms Temperature and pressure Need: Visual demonstration of topic Bonus: Student access to demo Solution: Search
Scenario 2: Preparation for Spring Semester Course Topics: Classical mechanics, fluids Waves and oscillations Needs: Class demonstrations Interactive homework Advanced topics & readings Supplemental material Solution: Browse
Users’ Needs Ease of Use Quick, reliable, efficient searches Standard topic organization Added Value One-stop shopping Testing and reviews of material Examples of material use Feedback Contact with authors, reviewers, users
Authors’ Perspective Scholarly Recognition Basis for tenure/promotion/retention Standards and quality control Feedback Correct existing errors Recommendations for upgraded material New ideas
Authors’ Comments “...so I think the MERLOT approach is great, no matter how cumbersome the initial steps are…” “I have been on a crusade for 3 years with the professional societies to host a peer reviewed curriculum web server but alas, they a) didn't grok and b) didn't care…” “I am interested in MERLOT. What you are doing looks great.” “… I think the site is a very valuable resource for science educators. I look forward to benefiting from and contributing to the site as a member.”
Reviewers’ Perspective Dread Much to do Others feel MERLOT is premature Enthusiasm Developing standards where none exist Recognizing areas of need Providing feedback to authors
Building Discipline Communities USERSREVIEWERS AUTHORS Professional Societies