http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sun, 26 May 2013 00:25:42 PDT Sun, 26 May 2013 00:25:42 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=80710 To address the critical teacher shortage in math and science, the Teaching and Learning Interchange grant produced three products: two series of online video case studies of accomplished teaching and a resource guide explaining the techniques, ideas for engaging students, assessing learning progress, creating and maintaining a classroom conducive to learning, along with strategies for working with English Learners and Special needs students. Originally conceived for use with pre-service and intern teachers, the cases and resources have been recommended by field reviewers for use at all stages of the teacher professional continuum.The Pedagogy in Practice: Science video case studies document lessons from general science, biology and chemistry; the Pedagogy in Practice: Math video cases cover 8th grade algebra, high school algebra and geometry. Each case is supported by relevant artifacts that develop real contexts for the learning and includes teaching cues and transcripts of classroom dialog. National Board certified and Exploratorium Master teachers deconstruct their own teaching practices and share how they break subject matter standards into mind-sized learning units, then demonstrate those same learning units in action. Teacher reflections on assessment, along with links to resouces found in the Strategies in Practice Resource Guide, provide support for classroom management, lesson planning and essential strategies that describe how to adapt the instructional pedagogy modeled in the videos. All lessons are aligned simultaneously to the California standards for teaching and science subject matter content. http://www.merlot.org/merlot/viewMaterial.htm?id=437809 Faculty member Jen Vaughn (San Francisco State University) discusses her experience using various student engagement techniques in her Corporate & Institutional Television course. http://www.merlot.org/merlot/viewMaterial.htm?id=80426 In an inquiry-oriented classroom, the teacher is a co-explorer and guide who cultivates curiosity and challenges students to think and act like scientists as they explore intriguing questions. It takes time, practice, and sometimes, a shift in teaching strategies, to create a classroom where inquiry can flourish. This web site is part of a larger Online community of classrooms from 11,000 schools, representing more than 490,000 students track wildlife such as monarch butterflies across North America during the spring migration. The instructional approach integrates various disciplines in science, math, social studies, development of personal ethics, and language arts. Explicit strategies should help both novice and experienced teachers create a climate for inquiry, support productve discussions, generate questions, plan investigations and gather data, guide consideration of evidence, and critically review research reports. Established in 1991 with a grant from the Annenberg Foundation to the Corporation for Public Broadcasting, the Project uses media and communications to improve math and science education. http://www.merlot.org/merlot/viewMaterial.htm?id=403026 Bill Klien, Professor of English (University of Missouri St. Louis), discusses his experience of creating a learning studio. This case story is part of the MERLOT ELIXR Initiative that hosts more than 70 discipline-specific multimedia stories. These digital stories for faculty development can provide real-life experiences of exemplary teaching strategies and the process of implementing them. These digital case stories can be used freely in faculty development programs and also accessed by individual instructors. http://www.merlot.org/merlot/viewMaterial.htm?id=407359 Writing Professor, Jacqui Sadashige (University of Pennsylvania), discusses her experience of using video projects in her Critical Writing course. http://www.merlot.org/merlot/viewMaterial.htm?id=403029 Carl Hoagland. Professor of Education (University of Missouri St. Louis), discusses his experience of implementing Virtual Classroom Visits in teacher preparation courses. http://www.merlot.org/merlot/viewMaterial.htm?id=425306 Professor, Louise Krasniewicz (University of Pennsylvania), discusses her experience of using video projects in her Anthroplogy course. http://www.merlot.org/merlot/viewMaterial.htm?id=366881 SWIM is an interactive role play which is based on Kuhlthau's model of research. http://www.merlot.org/merlot/viewMaterial.htm?id=451585 This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability of recordings was NOT seen to impact lecture attendance, although students showed some tendency to listen to the recording for a missed lecture. Students who achieved a high mark tended to supplement lecture attendance with recording usage more than students who achieved a low mark, but they did so with greater variation. If students perceived that a learning experience was of value to their learning, they were more likely to use it. Individual case studies describing perceptions, usage patterns, and attendance records of selected students highlight the fact that there is great variation in successful learning patterns, and suggest that engagement is an important factor impacting learning. Although the use of recordings to supplement lectures was seen to enhance the learning of some students, its uptake and effectiveness was NOT uniform across the cohort. This observation highlights the need for a range of learning modes in engineering education, appealing to a diverse set of individual learning styles. ~ directly quoted from the abstract. http://www.merlot.org/merlot/viewMaterial.htm?id=263530 This paper examines higher education faculty adoption of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) through a case study of 710 online faculty teaching at thirty-three institutions in the State University of New York. This research is framed in the literature of technology adoption and diffusion of innovation theory. These conceptual approaches focus on the stages that individuals traverse in the process of adopting technologies and other innovations. Results presented here indicate high levels of awareness of MERLOT, but lower levels of use among the targeted population. Data analysis reveals heterogeneity in adopter profiles, indicating that the most committed online faculty were significantly more likely to adopt MERLOT. Results also suggest that the stage-approach common to technology adoption models is appropriate in understanding some aspects of the data (the design of professional development); however, a more powerful organizing principle may be contextual relevance of the innovation, which precedes and predetermine levels of concern and stages of adoption. Suggestions for faculty development and further research are included.