http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Thu, 23 May 2013 02:06:20 PDT Thu, 23 May 2013 02:06:20 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=90909 PALS is an on-line, standards-based, continually updated resource bank of science performance assessment tasks indexed via the National Science Education Standards (NSES) and various other standards frameworks. http://www.merlot.org/merlot/viewMaterial.htm?id=82846 Technological literacy, a broad understanding of the human-designed world and our place in it, is an essential quality for all people who live in the increasingly technology-driven 21st century. This website explains what technological literacy is, why it's important, and what's being done to improve it. This National Academy of Engineering Technically Speaking website is geared for classroom teachers and others with an interest in education. The site makes the case that all Americans need to know more about our technological world and includes several hundred useful links and a new interactive quiz. Much of the material on the site is adapted from the National Academies report, Technically Speaking: Why All Americans Need to Know More About Technology, the report of the Committee on Technological Literacy. The committee's work was overseen by the National Academy of Engineering and the National Research Council. This project was made possible by the generous support of the National Science Foundation and Battelle Memorial Institute. http://www.merlot.org/merlot/viewMaterial.htm?id=80122 This site is a guide to several professional development programs for the appropriate use of educational technology in the teaching and learning of mathematics and science worldwide. http://www.merlot.org/merlot/viewMaterial.htm?id=378675 Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. http://www.merlot.org/merlot/viewMaterial.htm?id=340192 The CATEA website provides a wide range of information on accessibility news, events, projects, resources, products, and publications The Center for Assistive Technology and Environmental Access (CATEA), formerly the Center for Rehabilitation Technology (CRT), was established at the Georgia Institute of Technology on December 1, 1980. In its first two decades it grew to include expertise in the disciplines of engineering, industrial design, architecture, computer science, rehabilitation counseling, occupational therapy, adult literacy education, orthotics and recreational therapy. By the 1990's, CATEA was an established interdisciplinary research and design center devoted to applications of technology to alleviate problems of human need, providing service, research and education under the auspices of a world class academic institution. With the new millenium, CATEA has taken another leap forward, using the best tools of the digital age to reach an ever-expanding number of consumers. Multiple Web resources, teleconferencing and new media production allow Center staff to provide technical assistance and information dissemination across the globe. Please see our growing number of Projects and Resources for a look at where CATEA is today. The CATEA website provides a wide range of information on accessibility news, events, projects, resources, products, and publications http://www.merlot.org/merlot/viewMaterial.htm?id=433641 We have created a set of high-quality videos giving an inside look at personal response systems (״clickers״) being used in the classroom and teacher and student opinions about them. These videos highlight effective use of clickers for student engagement and formative assessment. The response to these videos so far has been enthusiastic.This page (http://STEMvideos.colorado.edu) houses this suite of short, well-produced videos on the rationale for using personal response systems (״clickers״), the details of how to use them effectively, and the research supporting their use. Videos are 5-15 minutes long. These also live on YouTube at http://www.youtube.com/user/geekgirl54We also host a resource website on clicker use http://STEMclickers.colorado.edu. This page contains many helpful links, including quality clicker question banks, articles, and the videos.*These resources were created by the Science Education Initiative at the University of Colorado (http://colorado.edu/sei) and the Carl Wieman Science Education Initiative at the University of British Columbia (http://www.cwsei.ubc.ca/). 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=437821 Faculty members Bob Badgett and Glen Medellin (University of Texas Health Science Center, San Antonio) discuss their use of Audience Response Systems in their Medical School courses. http://www.merlot.org/merlot/viewMaterial.htm?id=505920 Download the supporting PDF file for this episode http://bit.ly/9iuO94 from the Learning to Teach Online project website.In this Learning to Teach Online http://bit.ly/d18ac5 case study, Mark Schulz from the University of Queensland examines the concept of using the Internet to remotely access laboratory equipment to conduct experiments in science or engineering. In particular, it demonstrates one of several experiments that can be conducted online using the iLabCentral website http://www.ilabcentral.org developed by Northwestern University http://www.northwestern.edu. It explores benefits and opportunities for student learning offered by iLabs, by demonstrating how online learning materials in the iLabCentral website utilise remotely access specialist laboratory equipment made available by the Centre for Educational Innovation and Technology (CEIT) http://ceit.uq.edu.au at the University of Queensland, in Brisbane Australia. http://www.merlot.org/merlot/viewMaterial.htm?id=475898 The ipl2 curriculum site is a collection of teaching and learning objects for reference question-answering, collection-building, and new technologies including Web 2.0. Many of these materials were developed by library and information science instructors in teaching students to answer digital reference questions in a variety of online environments, as well as building online reference collections and using Web 2.0 and new technologies. Videos, audio files, activities, presentations and other items downloadable here support digital library learning for e-mail and chat reference, collection building, wikis, blogs, podcasting, virtual worlds and more. Librarians, information professionals and library and information science educators have contributed to this learning objects repository for teaching skills useful for digital libraries.