Enhancing Student Learning and Course Design with OER

Enhancing Student Learning and Course Design with OER Multimedia Margie Dunn Faculty Program Director Stan Forrester Subject Matter Expert, Physics Kimberly Barss Instructional Designer 1

Agenda �Introduction �Presentation on ICLEIR process �Testimonials: Margie Dunn and Stan Forrester �Demonstration and Participant Discussion �Wrap Up 2

Outcomes �By the end of this presentation you will be able to: • Describe the ICLEIR process for enhancing course • • design Define and recognize OER multimedia Locate resources using collections, repositories, and other digital tools Evaluate the quality of content, ease of use, and effectiveness of OER multimedia Identify one or more examples of well integrated OER multimedia 3

Introduction �Who is Excelsior? �What is OER Multimedia? �How do we implement OER Multimedia? �What are your thoughts? �Where do we go from here? 4

Excelsior College �Nation’s first virtual college �Private, not-for-profit �Albany, NY �Non-traditional, underrepresented students �Exams and Courses �Approximately 500 staff, 1, 100 faculty, 35, 000 students � 5 Schools 5

What is OER? �Open Educational Resources (OER) • Freely licensed educational materials • Available for use without cost. • Excelsior is a not-for-profit! 6

What is OER multimedia? �OER multimedia includes images, videos, games, simulations, and many more resources that can increase interactivity and learner engagement in courses. �Mayer (2009) states that “multimedia refers to a technology for presenting material in both visual and verbal forms. ” • Multimedia learning is learning from words and pictures 7

Why Use OER Multimedia? �Decrease course development time. �Saves hours of time and resources that would have been spent developing multimedia. �OER is free! It has already been developed and published and is free to use. 8

How to Implement it in Our Courses? �The • • • ICLEIR Process™: Identify Consult Locate Evaluate Integrate Review �Please See Handout 9

Identifying Topics �Use course-level outcomes, if you have any �Articulate “Big Ideas” from the course • For example, “forecasting” is a big idea in a weather and climate course • “eye irrigation” is a big idea in a nursing procedure course • “epidemiology” in a public health course • Or, “American literature” in a comparative literature course 10

Consulting with Others �While not OER, Excelsior pays for many resources that should be explored first: • Library Resources- Films on Demand, TED Talks, and more available from the Library and librarians can locate these items for you. • Publisher Resouces- Textbook publishers often create their own audio, video, animations, etc. to supplement instruction. 11

How to locate OER multimedia? �MERLOT (Available through Bb) �Mc. Graw-Hill Campus Library(Available through Bb) �Creative Commons �Advanced Google Search �Specialty sites 12

Measures of Quality Multimedia �MERLOT criteria checklist (see handout) • Quality of Content • Potential Effectiveness as a Teaching Tool • Ease of Use �Richard E. Mayer (2009) also addresses Multimedia integration and learning and offers 12 principles that define quality multimedia (please see handout). 13

How to Evaluate Quality -Using the MERLOT checklist, use the multimedia as you would expect students to use it. -Rate the multimedia for quality of content, potential effectiveness as a teaching tool, and ease of use in the course, and keep in mind the context it will be used in and the kind of instruction required to support it most effectively. 14

What are some examples of good quality OER multimedia resources? Genetics simulation and animations Discharge of electrons simulation Carbon Cycle Lab Simulation Blood Typing Lab 15

How to Integrate Multimedia into a Course � Example from Physics 202: labs are integrated into the course with • Detailed instructions • Background information • Supporting assignments. 16

Reviewing the Final Product �Review the final course for the following: �Quality Matters (2011) addresses measures of multimedia quality, particularly surrounding the integration of the multimedia into the course: • QM Standard 6. 1: The tools and media support the course learning objectives. • QM Standard 6. 2: Course tools and media support student engagement and guide the student to become an active learner. 17

Testimonials Margie Dunn Faculty Program Director Geology, Mathematics, Physics Stan Forrester Subject Matter Expert Physics 18

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Questions During Review �Has the multimedia been adequately integrated into instruction, including explicit directions for use? �Does the multimedia help students to achieve the learning outcomes(s)? �Is the multimedia easy to use and functional? 21

Feedforward � How will you use the ICLEIR process? � How can you bring it further? � User’s Group: Best Practices in using the ICLEIR process future meeting (participant led). � Thursday August 7 th, 1: 00 PM EST same place. Please provide your name and e-mail in the chat area if you might be interested in joining the ICLEIR Users group 22

Are there any questions? 23

References Mayer, R. E. (2009). Multimedia learning (2 nd ed. ). New York, NY: Cambridge University Press. MERLOT. (2014). Evaluation criteria. Retrieved from http: //facultydevelopment. merlot. org/Review. Criteria. html Quality Matters. (2011). Quality matters rubric workbook for higher education. Maryland. Online: Annapolis, MD. University of Hartford. (n. d. ). 12 principles of multimedia learning. Retrieved from http: //hartford. edu/academics/faculty/fcld/data/documentation/t echnology/presentation/powerpoint/12_principles_multimedia. pdf 24