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Cathy Simpson, Director Technology Applications Center csimpson@nvcc tac.nvcc

Illuminating Hybrid Course Development Seminar with MERLOT Learning Objects. Cathy Simpson, Director Technology Applications Center csimpson@nvcc.edu http://tac.nvcc.edu Laura Franklin, Professor of French Co-editor, MERLOT World Languages lfranklin@nvcc.edu. eLearning Conference 2007.

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Cathy Simpson, Director Technology Applications Center csimpson@nvcc tac.nvcc

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  1. Illuminating Hybrid Course Development Seminar with MERLOT Learning Objects Cathy Simpson, Director Technology Applications Center csimpson@nvcc.edu http://tac.nvcc.edu Laura Franklin, Professor of French Co-editor, MERLOT World Languages lfranklin@nvcc.edu eLearning Conference 2007

  2. Session Objectives • Share how hybrid seminar assisted 145 faculty across 34 disciplines to develop 65 hybrid course repositories  • Share our instructional strategies and tools used to engage faculty • Demonstrate how MERLOT collection was key resource for understanding several course concepts • Explore how MERLOT peer review model used to design peer review process for hybrid courses.

  3. Establishing a Community Who We Are Who Are You?

  4. About NVCC • Largest community college of 23 in Virginia Community College System – 6 campuses & 3 centers • Located in the Washington, D.C. suburbs • 60,451 credit students annually (unduplicated) • 24,557 non-credit students annually (unduplicated) • 12,00 students in distance learning courses • 288 distance learning courses offered currently • 350 hybrid courses offered currently

  5. NVCC Student Body/Faculty Student Body • 52% between 18 and 24 years of age • 54% female and 46% male • 52% Caucasian, 16% African American, 13% Asian, 11% Hispanic, 8% other • International students from 184 countries Faculty • 524 Full Time • 1,037 Part Time

  6. Exploring the NOVA Hybrid Course Development Project

  7. What is a Hybrid Course at NOVA? Courses where a significant portion of the learning activities are moved online and time spent in the classroom is reduced but not eliminated. They blend in-class teaching and online learning.

  8. Types of Hybrid Courses • Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Variety of Combinations of Classroom and Online Emphasis: 67/33; 60/40; 50/50; 40/60; 33/67

  9. Hybrid Course Development Seminar Goals • Familiarize faculty with learning theory and best practice of hybrid and online instruction • Assist faculty in re-imagining and re-designing their course • Conduct hands-on hybrid course design and development training

  10. Hybrid Course Development Seminar Goals • Assist faculty in using Blackboard, eMEETING, MERLOT and other pedagogical tools in delivering their hybrid courses  • Establish collegial and interactive network among various faculty developing hybrid courses • Develop learning community for faculty teaching hybrid courses

  11. Hybrid Course Development Seminar Objectives • Define hybrid courses • Apply learning theory to hybrid course design • Identify and apply best practices for hybrid courses • Experience using tools including Blackboard, eMEETING, MERLOT, wiki, blog, and webquest • Create effective blended course activities

  12. Online Feedback F2F Performance and Feedback F2F Instruction Online Experience(s) or Interaction Online Experience(s) or Interactions F2F Activity or Coaching

  13. Participate in peer review process • Collaborate to write clear learning objectives • Design overall plan for assessing student learning • Develop and manage online discussions • Design and implement hybrid course repository

  14. General Information about Seminar Design • Is a hybrid course • Offered in 10 sessions over summer • Extended through fall semester • Coordinated by team • Used Blackboard, MERLOT, eMEETING, email, blog, and wiki • Invited guest experts to participate • Incorporated interaction through discussion forums, blog, wiki, email, eMEETING, and group work • Produced discipline specific hybrid repositories

  15. Hybrid Course Repository –Set-up Folders & Provide Some Content • Announcement • Course Information • Getting Started • Gen Ed Goals • Attendance Policy • Plagiarism Statement • Netiquette Statement • Role of Student

  16. Assignments Folders • Discussion Board with Directions • Introductions • Q & A • Cyber Café • Resources • College Resources

  17. MERLOT and Course Menu • Course Information • Assignments • Resources • Hybrid Course Development Resources • MERLOT Learning Material Repository • Teaching and Learning with Technology Resources • MERLOT Teaching and Technology Portal

  18. MERLOT and the Hybrid Course Development Seminar

  19. Purpose for Incorporating MERLOT Learning Materials into Seminar Design • Strategy for understanding key course concepts • Model of best practice • Example of learning material that offers variety of learning opportunities to meet various learning styles • Means to apply learning theory to hybrid course design • Model for peer review

  20. MERLOT Learning Materials Used in Assignments • The Learning Objects Portal • MERLOT > About Us • Video Overview of MERLOT • Three Hybrid Definition Learning Materials • Parade of Games in PowerPoint • Active Learning with PowerPoint • Evaluation Criteria for Peer Reviews of MERLOT Learning Materials

  21. MERLOT Learning ObjectLearning Objects Portal http://ilearn.senecac.on.ca/lop/

  22. Assignment Prior, During and After eMEETING Session • Review MERLOT web site prior to attending session - http://www.merlot.org • Learn how to use eMEETING as teaching and learning tool. • Explore MERLOT during eMEETING session • Identify one learning material in MERLOT to develop into learning activity in your discipline-specific repository.

  23. eMEETING Participant Screen

  24. Peer Review Process for Hybrid Repositories Based on three general categories of evaluation standards used within MERLOT: • Quality of Content • Learning Objectives • Learning Activities • Potential Effectiveness as a Teaching-Learning Tool • Opportunity for Interaction • Course Support • Ease of Use • Getting Started • Navigation • Organization http://taste.merlot.org/peerreviewprocess.html

  25. Exploring Short Online Training Courses: MERLOT 101 Online andAdapting to Learning Styles

  26. MERLOT 101 Online: Building a Collection of Online Learning Materials Major Assignments for three week course: • Who we are and why we are here • Familiarization with MERLOT http://taste.merlot.org/ • Creating a MERLOT Member Profile http://www.merlot.org/merlot/viewMember.htm?id=11342

  27. MERLOT 101 Online: Building a Collection of Online Learning Materials Major Assignments for three week course: • Searching and Browsing MERLOT http://www.merlot.org/merlot/index.htm • Starting a MERLOT Personal Collection http://taste.merlot.org/personalcollections.html • Building a MERLOT Learning Assignment (optional) http://www.merlot.org/merlot/viewAssignment.htm?id=91634&backPage=%2Fmembers.htm&hitlistPage=%2Fassignments.htm%3FuserId%3D23735%26backPage%3D%252Fmembers.htm

  28. Questions http://tac.nvcc.edu http://www.merlot.org

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