Online Learning Objects: Affecting Change through Cross-Disciplinary Practices & Open Technologies
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The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
![The traditional format of the large, introductory
course within research universities has consistently
resisted change.
Our Goal
To improve education by integrating quality cross-discipline and course-
specific Learning Objects (LOs) into undergraduate courses.
Our Process
Graduate student education to access, evaluate, design quality, course-
specific LOs, disseminate collections and integrate into classrooms.
MELO 3D disciplines
Psychology Spanish History Writing Statistics
Chemistry [General & Organic] Staff support
Evaluation and Research
Open Education
Instructional Support
MLibrary](https://image.slidesharecdn.com/slidessloan-c-assessmentandopennessmelo3d-120725183938-phpapp02/85/Online-Learning-Objects-Affecting-Change-through-Cross-Disciplinary-Practices-Open-Technologies-3-320.jpg)
![Organic Chemistry
"By inviting students to use VoiceThread to provide an explanation to a
problem, [we] took a huge step toward reducing barriers to
participation and active learning in [this] large introductory
course. They offered this as an “opportunity” to make the videos,
fostering an opportunity to engage in a more comfortable
setting for students." - Grace Winschel, Organic Chemistry](https://image.slidesharecdn.com/slidessloan-c-assessmentandopennessmelo3d-120725183938-phpapp02/85/Online-Learning-Objects-Affecting-Change-through-Cross-Disciplinary-Practices-Open-Technologies-8-320.jpg)
Online Learning Objects: Affecting Change through Cross-Disciplinary Practices & Open Technologies
- 1. Online Learning Objects: Affecting Change through Cross- Disciplinary Practices & Open Technologies Michigan Education through Learning Objects (MELO) University of Michigan Emerging Technologies for Online Learning July 26, 2012 Emily Puckett Rodgers, Steve Lonn, Frank Kelderman with Akiko Kochi, James Henderson, Martin Vega funded by a New Infrastructure/New Initiative grant Except where otherwise noted, this work is available under a Creative Commons Attribution-ShareAlike 3.0 license. Copyright 2012 The MELO 3D project team.
- 2. Check it out Follow us online: openmi.ch/et4online-melo3d-3 Check out other ET4Online presentations about this project: openmi.ch/et4online-melo3d-1 openmi.ch/et4online-melo3d-2 View and use materials from this project: openmi.ch/melo3d
- 3. The traditional format of the large, introductory course within research universities has consistently resisted change. Our Goal To improve education by integrating quality cross-discipline and course- specific Learning Objects (LOs) into undergraduate courses. Our Process Graduate student education to access, evaluate, design quality, course- specific LOs, disseminate collections and integrate into classrooms. MELO 3D disciplines Psychology Spanish History Writing Statistics Chemistry [General & Organic] Staff support Evaluation and Research Open Education Instructional Support MLibrary
- 4. We can learn from colleagues across disparate disciplines to find appropriate solutions toward effective teaching practices. Online Learning Objects Leverage emerging digital tools Tailored Years 1 Experiences Evaluation & Assessment &2 Disciplinary Cross- pollination Year 3 Wrapping to suit U-M classroom needs Students as Co- Teachers Open Educational Resources (OER)
- 5. Open from the Start Need • Flexible LOs • Adaptable Resources • Visibility, organization persistence • Show growth of project Solution • Apply CC: BY-SA to MELO 3D materials • Find and use OERs • Employ Open Educational Practices • Publish and store on the public web: open.umich.edu
- 6. Open from the Start Collect Review Package Disseminate training, reflections, summaries, assessment instruments, course materials, LOs MERLOT OER Commons Personal Websites OpenCourseWare Hard drives Consortium collection CTools (LMS) Blogs SlideShare Wikis Flickr YouTube Internet Archive http://openmi.ch/melo3d
- 7. General Chemistry "The availability of OER made it possible to address goals difficult to focus on in the live lecture--arouse the interest of better-prepared students in the field of chemistry by providing additional self- learning challenges and exposure to real world chemistry applications that are now available as OER." - Nancy Kerner, General Chemistry
- 8. Organic Chemistry "By inviting students to use VoiceThread to provide an explanation to a problem, [we] took a huge step toward reducing barriers to participation and active learning in [this] large introductory course. They offered this as an “opportunity” to make the videos, fostering an opportunity to engage in a more comfortable setting for students." - Grace Winschel, Organic Chemistry
- 9. Spanish "Also the process of licensing our learning objects and releasing these materials to the public has taught us a lot about properuse of audio visual resources taken from the internet, we find ourselves putting these new lessons learned into practice when we create material for daily instruction.” - Tatiana Calixto, Spanish
- 10. The MELO3D History Team Prof. Michael Witgen Michelle Cassidy Frank Kelderman History History American Culture
- 11. History 373: History of the American West
- 12. History 373: History of the American West (Professor Michael Witgen) Online, interactive syllabus: o Embedding and linking to primary sources o Using digital archives for early American History: Archive.org, American Memory, Wikimedia Commons, PBS Tools for "real-time" historical inquiry: o Tutorials for practicing historical analysis and synthesis o Tutorials for primary research: using database; reading political cartoons; effective keyword searches
- 14. Library of Congress, American Memory Collection - http://memory.loc.gov
- 15. The Internet Archive, http://www.archive.org
- 16. Outcomes Focus on transferable skills as well as content o Critical analysis & historical synthesis o Not only on assignments, but also during weekly meetings and self-study Classroom dynamics: from lectures to interactive meetings o Interactive mini-lectures o On-the-spot group work o Debriefing: teacher-instructor back-and-forth Assessment o Increased classroom engagement; students' voices heard in lectures o Rethinking student responsibilities and accountability
- 17. Online Syllabus American Culture 204
- 18. Impact of Openness "Travel and Encounter in American Culture 204: Native North America" (Frank Kelderman) Using Wikipedia for midterm assignment o Teaming up with Wikipedians group at U of M o Focus on knowledge creation and sharing in public domain Collaborative online final projects o Synthesizing weekly readings to "translate" into publishable content o Making students part of the creation of open educational resources
- 19. Baron de Lahontan's New Voyages to America, Wikipedia.org
- 20. Wikipedia Educational Assignment Page
- 21. Impact of Openness "Travel and Encounter in American Culture 204: Native North America" (Frank Kelderman) Using Wikipedia for midterm assignment o Teaming up with campus Wikipedia reps o Focus on knowledge creation and sharing in public domain Collaborative online final project o Synthesizing weekly readings to "translate" into publishable content o Making students part of the creation of open educational resources
- 22. Student-authored Open Educational Resource
- 23. Student-authored Open Educational Resource
- 24. The Internet Archive, http://www.archive.org
- 26. Impact of Openness "Travel and Encounter in American Culture 204: Native North America" (Frank Kelderman) Using Wikipedia for midterm assignment o Teaming up with Wikipedians group at U of M o Focus on knowledge creation and sharing in public domain Collaborative online final projects o Synthesizing weekly readings to "translate" into publishable content o Making students part of the creation of open educational resources
- 27. Measuring Impact Student Digital Log Data (Analytics) Achievement (formative & summative) Student / Instructor Perceptions (Survey + Anecdotal)
- 28. Student Achievement Formative AND Summative Assessment • Formative assessment closer to learning objectives in LOs • Summative assessment often clouded with other factors, assignments, curves, etc.
- 29. Student / Instructor Perceptions • If they can't use it, probably won't learn from it • Iterative development • Allows for comparisons across disciplines if using similar instrument • Ours: o Familiarity with key course topics o Whether used course resources (textbook, LOs, others) o Helpfulness of used resources o Qualitative: § most helpful resource, improvement, new resources, addl. comments Instruments: http://openmi.ch/melo3d
- 30. Digital Log Data • From systems like Learning Management Systems, Student Response, etc. • Who, what, and when o Doesn't answer why or necessarily how much (intent) o Problem: accidental clicking • Really useful in conjunction with other data sources
- 32. Statistics 91% of students "used" the LO during their pre-labs. • Impact? Negligible. o No significant difference in final score for those who used NTS o Except for lowest achieving students. § Those who scored in lowest quartile of 2nd midterm saw an average 10-point boost from using NTS on the final (24.3 to 34.9)
- 33. Statistics NTS in comparison with other course resources ___ was helpful in understanding course material (1=SD, 5=SA)
- 35. Chemistry
- 36. Chemistry
- 37. Does the Learning Object help make sense.... of difficult concepts?
- 38. Organic Chemistry Learning Objects + Voicethread • Controlled Experiment o Random selection o One section; Treatment (n=267) o Two sections; Control (n=520) • Impact o Treatment section performed better on Exam 1 § 81 vs. 77 o Not significant on Exam 2 § 74 vs. 72
- 39. Organic Chemistry Does more LO views = better grade? Positive correlation for both exams
- 40. When you view resources matters...
- 41. Spanish LOs designed as review materials Podcasts 53% of students viewed at least one podcast Movie Segments some required, some not
- 42. Spanish When different types of students view the podcasts matters http://www-personal.umich.edu/~tcalixto/grammarpodcasts/Inicio.html
- 43. Overall Trends • Majority of students in classes use optional LOs when made available and advertised
- 44. Let's Talk And Thanks! Contact Us epuckett@umich.edu I slonn@umich.edu