tanya breault & nancy kerner university of michigan the process of integrating learning...
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Tanya Breault & Nancy Kerner
University of Michigan
The Process of Integrating Learning Resources into
Large Introductory Courses
The Challenge
To improve undergraduate education by integrating quality cross-discipline and course-specific Learning Objects (LOs) into large introductory courses
Expertise as User of Technology Ratings
• Involve and disseminate to relevant faculty good cross-discipline and course-specific LO collections for undergraduate course integration.
The trainee becomes the trainer
•Train graduate students to find, evaluate, design, and integrate quality course-specific LO collections
The Proposed Solution
Large Courses at U of M
Intro Stats
3000 students
Intro Chem2900 students
Intro Psych800 students
Spanish200 students
Calculus I, II, III
3000 students
Intro Physics1200 students
Composition1500 students
Large Course Challenges
• Diverse faculty objectives and/or philosophies for a given course
• Student and TA differences with regard to background knowledge and skills
• Imperfect learning resources
• Availability of needed technology
The LO Course Collection
• Step 1: Select learning objects that align
with topics
• Step 2: Evaluate content
• Step 3: Create LO collection
Creating LO Course Collection
From this to this
From this to this
50 Chemistry Learning Objects
Course LO Collection
http://www.merlot.org/merlot/viewPortfolio.htm?id=317772
An Example of a Personal Collection
of Peer Reviewed LOs on MERLOT
An Example of a Personal Collection
of Peer Reviewed LOs on MERLOT
The LO Course Collection
• Step 4: Match LOs with objectives (I.e., concepts,
skills, or as needed) not just topic• Step 4: Organize within syllabus or on website to
conform with objectives
A-B-C-D Coded by Concept Easy to difficult
Example of LO Collection provided on a class website
LOs Listed by Skills and Topic
Chemistry 125 E1: PrecipitationSkills and concepts:
Dissociation
Precipitation and Equilibrium Reactions
Solubility and atomic structure
How water dissolves ions
Animation of How Ionic Compounds Dissolve
Animation of NaCl Dissolving and Precipitation Reactions
Solubility Graphs by Element
Dissolving Movie
Cross-disciplinary LOs
• Students have different levels of academic training
• Success in any course demands a solid foundation in a variety of basic academic skills
What does slope of the line mean?
Atomic Structure:
• First 11 Elements
• Interactive Discussion
• In Depth Discussion
• Interactive Presentation
Balancing Equations:
Practice Calculator
Math:
In Depth Discussion
Periodic Table:
In Depth Discussion
Interactive PT
Interactive Trends
Interactive PT
Bonding:
Interactive Presentation
Electron Density
Structure of Matter
Water:
Interactive Presentation
Chem125 Background LOs
Collection Individual LO
• Identify goal of inclusion– Clarify muddy points?– Prepare students for …? – Practice set of skills?
“Will this LO enhance student skills or understanding of …?”
Individual LO Inclusion
• What are the cognitive demands?
• Based on Bloom’s taxonomy where may the LO be used within the course?
Discussion
Pre-lab
Does LO fit needs? Where?
Acid Base pH meter
Does LO fit needs? Where?
http://www-personal.umich.edu/~dpkhan/index.html
Integrating the Imperfect LO
• Many excellent LOs have a flaw (lack of directions…) poor as a standalone resource.
LOBy “packaging” the resource, instructor can guide students’
interaction with the imperfect LO.
• How can an imperfect LO be incorporated into a class?
http://www.dayah.com/periodic/
Periodic Table Pre-lab
Book vs. Online Access
– UM MELO group especially• Damian Khan• Noah Gardner• Dave Childers
– MERLOT
– Questions?• Tanya Breault: [email protected]• Nancy Kerner: [email protected]
Thank You to…