ELIXR: Using Web-based, Media Rich, Case Stories to Encourage Innovation in Teaching

Flora McMartin, Broad-based Knowledge Roberta Ambrosino, UT Health Science Center Joe Grimes, CSU – San Luis Obispo Kiren Dosanjh Zucker, CSU - Northridge

Presentation Overview

 What is ELIXR? (a short demonstration)

 Examples of Use  Roberta Ambrosino – First Day of Class  Joe Grimes – Universal Design for Learning & First

Day of Class  Kiren Dosanjh Zucker – Just in Time Teaching

 Faculty Development Outcomes and Impact

 Questions and Discussion

ELIXR

 develop and test new collaborations among faculty development centers and online resource repositories.

 Create innovative models of online resources that illustrate exemplary teaching

ELIXR Fellows

 Purpose of fellowship: implement case stories in faculty development programs and evaluate their effectiveness

 Fellows  Roberta Ambrosino, UT Health Science Center  Joe Grimes, CSU – San Luis Obispo  Kathy Ross – Indiana University, Kokomo  Kiren Dosanjh Zucker, CSU - Northridge

First Day of Class Workshops for Healthcare Professionals Roberta Ambrosino

First Workshop

Motivating Students with Course Objectives

Objectives for workshop:

 Explore educational theories of motivation

 View other faculty performing motivational activities

 Choose and apply activities for use in their learning environment

Second Workshop

Framing Course Content

 Objectives for workshop:  Identify course outcomes  Identify big questions in the course

Using Merlot/ELIXR Case Stories in Faculty Development at Cal Poly Joe Grimes

Center for Teaching & Learning

Use of Merlot/ELIXR Case Stories in Faculty Development at Cal Poly

 Orientation Tool for New Faculty

 Preparing Faculty to Use Technology More Effectively

 Pilot Mini Learning Community Addressing Universal Design for Learning

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Orientation Tool for New Faculty

 “Making Your 1st Class Session Really First Class” Found at http://pachyderm.cdl.edu/elixr-stories/1stday-slo/  URL Sent to New Faculty in Welcoming Letter From

Faculty Development  Used in New Faculty Orientation Workshop  During the Workshop, Faculty Indicated that it Was

Quite Helpful 16

Preparing Faculty to Use Technology More Effectively in Hybrid/One Classes  Faculty Participate in a Seven Week “Hybrid”,

”Blended” Workshop

 Faculty Study the Videos During Two of Their Online Sessions

 Faculty Discuss the Videos During One of The Face To Face Sessions

 First Day is Extremely Important in Hybrid/Online Courses

 During the Workshop, Faculty Indicated that it Was Quite Helpful 17

Pilot Mini Learning Community Addressing Universal Design for Learning

 Universal Design for Learning in Information System at URL http://pachyderm.cdl.edu/elixr-stories/udl-information-systems/

 Used as an Example of How a Faculty Improved Learning

 Limited Because it Addressed Only One UDL Principle (Use of Small Groups)

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Lessons Learned

 Seeing it Happen is Better than Just Talking About or Reading About How It Should Happen

 It is Positive to Discuss the Case Stories with Others  Different People will Gain Different Insight

 Good to have Interdisciplinary Discussions

 A Case Story is Designed to Achieve a Specific Outcome   First Day – Motivation, Framing, Expectations, Assessment,

Climate, Essential Administration, and Evolution

  UDL – Small Group Discussions, Guided Notes, Online Multimedia

 Case Stories May be Used in a Variety of Ways 19

Goals, Planning, and Outcomes of “Just in Time Teaching” MERLOT/ELIXR Spring 2009 workshop Kiren Dosanjh Zucker

Using MERLOT/ELIXR “Just in Time” at Cal State Northridge

 Raise awareness and stimulate interest among CSUN faculty in MERLOT/ELIXR as a teaching resource

 Develop CSUN faculty members’ ability to engage students in learning by engaging them in JiTT pedagogical approach

 Promote the use of JiTT exercises to enhance CSUN students’ engagement in constructing knowledge

Goals for Workshop

 Technical support from MERLOT/ELIXR and CSUN Faculty Development staff

 Description of MERLOT/ELIXR and JiTT included in workshop announcements

 Pre-survey of participants’ pedagogical approaches to students’ preparation and construction of knowledge

  Scaffolding participants’ understanding of “Just in Time Teaching”  Definition, description, examples, and exercises

integrated with video clips

Planning and promoting “Just in Time Teaching” workshop

 Participants’ “takeaway” – last day of class JiTT exercise created and shared as part of workshop activity

 “One Minute Survey” results:  Prof. Grove’s “excitement of discovery” concept was

“one idea” participants “want to remember  Participants planned to use JiTT “to have students

come in [to class] prepared and eager  “Checking out (other) MERLOT/ELIXR videos” as well.

Outcomes

Evaluation Overview

 Tools (all available at ELIXR website under Faculty Development Tab)  Pre-event survey (recommended)  Workshop satisfaction survey (required)  Post-event survey (recommended)  For the really brave at heart – conducting a case

study

Some Findings

 Getting ‘pre’ measures very difficult to do –

 ‘post’ measures somewhat easier, but they are just coming in now

 Faculty report (unprompted) that the videos are quite meaningful, they like the variety

 They are very satisfied with the interactive nature of the workshops

 Time***** is the biggest barrier to implementation

ELIXR is a FIPSE funded project

Contact Info

 Flora McMartin, Broad-based Knowledge Flora.mcmartin@gmail.com

 Roberta Ambrosino, UT Health Science CenterAmbrosino@uthscsa.edu

 Joe Grimes, CSU – San Luis Obispo jgrimes@calpoly.edu

 Kiren Dosanjh Zucker, CSU – Northridge Kirne.Dosanjh.Zucker@csurn.edu