EDUCAUSE 2000 October 12 2000 Nashville Tenn An

EDUCAUSE 2000 October 12, 2000 Nashville Tenn An International Teaching and Learning Network for Faculty David Ernst, California State University Gerard L. Hanley, California State University Bruce Mason, University of Oklahoma Jessica Somers, University System of Georgia

MERLOT WHAT IS IT?

M ultimedia E ducational R esource for L earning and O nline 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 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.

MERLOT Assumptions: Be Faculty Focused • Faculty control the teaching/learning process. • Faculty need recognition of their contributions to teaching and learning with technology. • Faculty-led peer review processes are the key to expanding the use and effectiveness of digital learning materials - NSF award.

MERLOT Offers • 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 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 • e. Core course development • Supplement Web. MBA & 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 Biology Business Physics Teacher Ed Chemistry History Psych Foreign Languages Health Sciences Math Music Info Tech

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 2000 -2001 Meetings Date Location Project Directors Meeting July 17 -18, 2000 Denver Discipline Leader Training Sept. 24 -25, 2000 Salt Lake City Discipline Team Faculty Oct. 13 -14, 2000 Nashville Partner Faculty Developers Nov. 16 -17, 2000 Ann Arbor All Advisory Boards Jan. 30 -31, 2001 New Orleans MERLOT “Recruitment” Meeting March, 2001 TBA MERLOT National Conference Spring, 2001 Florida

Using MERLOT for Teaching and Learning

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 “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…” “. . . so I think the MERLOT approach is great, no matter how cumbersome the initial steps are…” “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 Enthusiasm • Developing standards where none exist • Recognizing areas of need • Providing feedback to authors Dread • Much to do • Others feel MERLOT is premature