http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Tue, 21 May 2013 15:12:42 PDT Tue, 21 May 2013 15:12:42 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=418614 Teaching and Learning Online portion of the PBL-Online site. Here you will find materials designed to guide the planning and instruction of online courses in Project Based Learning. http://www.merlot.org/merlot/viewMaterial.htm?id=490638 Dr. Bugallo received a grant from Hewlett Packard (HP) of 21 tablet PCs and audiovisual equipment that she uses in her classroom. Students use these computers to take notes which include illustrations and graphs, and to do programming and simulations. Matlab is used for simulations, Word, OneNote and Journal are used for note taking. In addition, students use the laptops to gather data in the field during research projects. The Tablet PC enables Monica to use math simulation software for live exercises in the classroom. Monica finds that students at all levels (high school, under grad and grad) adapt quickly to using the computers and that her classes have been transformed from a purely theoretical approach to applied problem solving. Dr. Bugallo’s students use Wikis to keep a log of activities, pose questions to her on the content and reflect on their learning. The advantage of online Wiki’s over a paper-based approach is that it enables students to share knowledge among them and review each other’s work. They are also more motivated as they often show their work to friends and family. http://www.merlot.org/merlot/viewMaterial.htm?id=490393 The Innovations in Education project features Stony Brook faculty and staff using innovative approaches and best practices in teaching, and applications of educational technology that have had a positive effect on student learning. Video interviews are 15 to 30 minutes long and focus primarily on faculty members. The last section of each interview is usually with a professional staff member who can provide support to faculty interested in adopting the pedagogy or technology discussed during each show. Video and pictures of the application of the innovation or best practice in the learning environment are included in each show where possible. The interviews are intended to provide a balanced look at both the benefits and challenges of adopting a particular approach to teaching and learning support. Guests are asked questions such as:* What made you dissatisfied with your previous approach?* How did you change the structure and delivery of your course?* How did the students react? * What were your biggest challenges?* How do you feel about your teaching now?* What are you planning next for your course?In addition to the video interviews many of our innovative faculty are interviewed and articles written about their teaching approach and philosophy. http://www.merlot.org/merlot/viewMaterial.htm?id=490353 Joe Lauher, a professor of chemistry at Stony Brook, describes how he and a team of his colleagues transformed their organic chemistry course. This course is taught to over a thousand students each year in a lecture hall that seats 560 students. Joe discusses how the introduction of clickers has engaged his students by forcing them to think about and discuss the content with fellow students during the large lectures. In particular, he discusses how the questions posed to the class need to be written to generate discussion. In additon, he and his team have used portable computer equipment to enable them to leave the stage and mingle with the audience while still controlling the presentation and writing on the screen. He discusses how "teaching from the floor" has changed the intimacy of the class and his knowledge of the students. Joe is joined by Nancy Wozniak, a learning architect within the TLT Faculty Center. Nancy talks about active learning and how The Faculty Center can provide support for making their courses more student centric.Part 2: " target=״_blank״>http://www.youtube.com/watch?v=z_Clyp4JIfoPart 3: " target=״_blank״>http://www.youtube.com/watch?v=IgEsr5e0JRg http://www.merlot.org/merlot/viewMaterial.htm?id=673574 Demonstration of basic surgical instruments by Dr Sanjoy Sanyal, Professor of Neuroscience and Faculty Adviser of SSA, at the Students Surgical Association (SSA) meeting in July 2012 in Medical University of the Americas (MUA), Caribbean. Camera credit goes to Danielle Bayoro, Med 4 student and President of SSASurgery, Surgical instruments, Sanjoy Sanyal, Professor, Neuroscience, Thumb forceps, Needle holder, Surgical scissors, Surgical needle, Bard Parker handle, Surgical blade, Nylon, suture, suturing, skin, MUA http://www.merlot.org/merlot/viewMaterial.htm?id=655492 BBC Learning Schools: Contains over 9,000 K-12 (Primary & Secondary) Educational clips from its BBC Learning Zone Class Programmes ready to play in your classroom. An excellent Educational Portal to free Online classes and other materials and resources for educators, students, and adults. http://www.merlot.org/merlot/viewMaterial.htm?id=662328 Dr Sanjoy Sanyal demonstrating surgical knot tying technique to students ofMedicalUniversityof the Americas (MUA) during Surgical Students' Association (SSA) meeting on22 September 2011. Video prepared by Danielle Bayoro, Med 2 student and President of SSA and Ryan Brad Fransmam, Pre-med student and Vice-president of SSA (Fall 2011); Video editing by Chris RobinsonDr Sanjoy Sanyal is Professor and Course Director of Neuroscience in MUA and Faculty Advisor of SSA in MUA.Keywords: Students Surgical Association, MUA, Surgery, Medical School, Professor, Caribbean, SSA, Technique, Neuroscience, Sanjoy Sanyal, Surgical Knot, suturing, skin, Mattress technique, Continuous suturing http://www.merlot.org/merlot/viewMaterial.htm?id=490613 Dr Engelmann teaches physics to life science students in a large lecture setting. This course has undergone major redesign with the aid of funding from a SUNY partnership with the national Center for Academic Transformation. He delivers his course content on CD which must be reviewed by the students before coming to class. Students must complete a quiz on the material prior to the class. Rod then uses the performance on the quiz and student email questions about the material do guide the discussion in the classroom. Rod was an early adopter of classroom response systems (clickers) which he uses extensively to pose questions to the students, to determine dynamically if the students are getting the concepts of the course and to deliver classroom quizzes. Rod also uses Maple TA, software that analyzes symbolic responses (the formula) to math problems, to deliver and grade homework online. He discusses the challenges and potential solutions to students being ill prepared in mathematics to take advanced physics courses. Attendance at lectures has increased significantly as a result of the modifications. Rod is joined by Ying Xiong, educational assessment specialist within the TLT Faculty Center. Ying discusses the difference between assessment and evaluation and the tools used for each. Rod plans on assessing his course using surveys and in-class focus groups. The faculty guided process for planning change is discussed and are the resources that can be brought to bear on the process. http://www.merlot.org/merlot/viewMaterial.htm?id=719933 Dr Sanjoy Sanyal, Professor and Course Director of Neuroscience in the Caribbean, demonstrating the basic surgical instruments and basic surgical techniques to Med 4 students in the Physical Diagnosis (PD) lab at the Medical University of the Americas, Nevis, St.Kitts-Nevis, West Indies. Course Director for PD is Dr Don Richard Ishmael, assisted by Dr Saurabh Yadav. Camera credit goes to Samuel Igbenedion, Med 4 student, Fall 2012 batch, MUA. http://www.merlot.org/merlot/viewMaterial.htm?id=490630 Dr. Goodman discusses why syllabi are such important documents and what a syllabus should contain. In addition to the standard description of class schedule, textbooks, objectives and grading, the syllabus should clearly define what the instructor expects of the students and what they can expect of the instructor. Learning objectives help focus the students and provide structure to the course to ensure that appropriate material is covered. Norm constantly refers to the syllabus as he teaches and makes it available to his students in the Blackboard course management system. Dr Goodman is joined by Dr. Patricia Aceves, director of the TLT Faculty Center. Patricia discusses the depth to which learning objectives should be written and to what degree students can or should participate in this process. She also discusses the use of objectives to guide course evaluations and how objectives can be written to the different cognitive expectations of a course.