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Tim Keirn, Professor of History,

California State University, Long Beach

Gerry Hanley, Executive Director, MERLOT

California State University System

Innovative and Inquiry-Based Teaching for Excellence:

IITE Program

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What’s The IITE Program?• Deliver a professional development course

for university faculty to redesign their curriculum with inquiry-based pedagogy and innovative OER technologies.– Connecting Student Learning Outcomes to

Assessment of Student Performance

• Transfer California State University expertise to the Academic Staff College at Lucknow University, India

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Elements of Professional Development Course

• Defining student learning outcomes for Program, Course, Paper, and Lesson Plans

• Applying inquiry-based pedagogy to achieve student learning outcomes

• Designing assessment rubrics and connecting student performance to learning outcomes

• Building lesson plans with OER to support inquiry-based pedagogy

Timeline for Transformation• June 2005: Delegation from India’s National

Knowledge Commission confers with CSULB• January 2007: CSU delegation goes to India to

establish partnership• Sept 2007: Lucknow delegation goes to CSULB for

intensive engagement on IITE• January & March 2008: CSU delegation goes to

Lucknow to pilot IITE curriculum • Sept 2008: Hewlett Grant Funding Begins• January 2009: CSU team drafts IITE curriculum

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Timeline for Transformation• March 2009: CSU reviewed IITE curriculum at

Lucknow and supported design of virtual classroom• December 2009: Lucknow team goes to CSULB to

finalize curriculum and practice use of technologies• March 2010: CSU delivers IITE course to Lucknow

faculty over 3 months• August 2010: Lucknow faculty complete IITE

course in MERLOT Voices• March 2011: Plans for Scaling IITE, Lucknow

University Portal Services demonstrated

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REDESIGNED LEARNING

The shift from lecturing with end of the program examinations to inquiry-based pedagogy to ensure the achievement of defined and assessed learning outcomes is significant.

The following slides are samples of work products of faculty in the IITE professional development course. See more samples on http://iite.merlot.org

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Credential Student Learning Outcomes

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Course Student Learning Outcomes

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Paper Student Learning Outcomes

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Lesson Plan for Unit in Paper: Part 1

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Title Population dynamics: The different growth curves and their regulation

Author Geetanjali MishraName of Paper EcologyStudent Learning Outcome (SLO)

Demonstrate knowledge and understanding of growth curves in various populations and the various factors influencing it.

How this SLO fits within the context of the paper

Population dynamics is one of the essential concepts of ecology, which is part of the syllabus of Zoology

Prerequisite knowledge of students

(a) Basic concept of the components of the ecosystem and various factors influencing it.

(b) An understanding of population and factors influencing it(c) Basic computer skills for access to information on the internet (d) Basic understanding of experimental designing

List of learning materials needed to deliver the lesson

1. Concepts of ecosystem: Kormandy2. Fundamentals of ecology: E.P. Odum3. Access to internet4. Drosophila population5. Plastic ware and food for rearing Drosophila 6. Access to statistical software7. Assessment rubric

Lesson Plan for Unit in Paper: Part 2

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Step by step description of how the lesson would be delivered

1. Presentation discussing population and influencing factors2. Introduction to growth curves. 3. Pose question:

(a) Do the growth curves change with space, food and temperature?4. Go to http://ats.doit.wisc.edu/biology/ec/pd/t1.htm5. Demonstrate tutorial. 6. Ask students to make predictions as required in the tutorial to

demonstrate theoretical understanding of growth curves and population dynamics

7. Homework: (a) Students to design and conduct experiment using Drosophila to

assess regulation of and change in growth curves using, variations of food quantity, food quality, temperature and space

(b) Data obtained to be suitably analysed with discussion on findings (c) Students to work in groups of three and will submit report at the end

of experiment or one month from start of lesson, whichever comes earlier.

Estimated amout of time to deliver the lesson

Class room (presentation): 45 minutesVirtual lab: 45 minutesExperiment: One month (maximum input of an average of 20 minutes daily)

Lesson Plan for Unit in Paper: Part 3

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Assessment Rubric for lesson (Minimum marks-7; Maximum marks- 80)Criteria Proficiency levels

Not proficient Proficient ExemplaryPredictions in Virtual Exercise

0-5 correct0-3 marks

5-10 correct4-6 marks

10 and more correct7-10 marks

Experimental designing More than 2 mistakes in experimental design1-3 marks

1-2 mistakes in experimental design4-6 marks

0 mistake in experimental design7-10 marks

Skill in handling animals Ethical committee recommendations followed with more than 3 deviations1-3 marks

Ethical committee recommendations followed with only 2-3 deviations 4-6 marks

Ethical committee recommendations followed completely or with a maximum of 1 deviation7-10 marks

Precision in observation Takes observations once a day and at irregular timings1-3 marks

Observations twice a day at more or less precise timing4-6 marks

Observations three times a day at precise timings7-10 marks

Analysis of results No statistical analysis1-3 marks

Minimum (Primary) statistical analysis4-6 marks

Complex ( Appropriate ecological equations used)7-10 marks

Presentation of results No tables and graphs, just written descriptions1-3 marks

Only tables4-6 marks

Well represented graphs & tables7-10 marks

Interpretation & Discussion of Results

Lack of use of results of statistical analysis, based on just numerical differences; 0-2 supporting evidences from other related studies1-3 marks

Use of primary statistical results; 2-5 supporting evidences from other related studies4-6 marks

Use of results of complex statistical analysis; more than 5 supporting evidences and suggestions for alternate explanations7-10 marks

Identification of lacunae & need for further investigation

No lacunae identified in the study and no suggestions for further investigations1-3 marks

Lacunae identified but no suggestions for further investigation4-6 marks

Lacunae identified and suggestions for further investigations made7-10 marks

IITE OpenCourseWare in the Works• What Will Help Reuse?

– Presentation slides– Templates for documents and processes– Video’s showing delivery

• MERLOT’s Open Educational Services– MERLOT’s Digital library with Personal Collection,

Member Comment, and Learning Exercises features can substitute for an open LMS

– MERLOT Voices is open academic forum for dialog

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Customize Your Own IITE Course with MERLOT +

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Supporting Adaptation of IITE Program• Academic Staff College at Lucknow

– Delivers faculty professional development program throughout Uttar Pradesh, India

• Transfer CSU Expertise to Lucknow– Phase 1: CSU teaches IITE course Lucknow

faculty– Phase 2: Lucknow faculty and staff teach IITE

course to Lucknow faculty– Phase 3: Lucknow faculty and staff teach IITE

course to faculty across U.P. India15

Supporting Lucknow’s Transformation to eLearning

• Lucknow University’s Virtual Classrooms– Ready for distance educational services– Capturing expertise for reuse

• Lucknow University’s e-Learning Portal: A Pioneering Service for India– Online delivery of Lucknow’s professional

development courses– Repository of Lucknow/India authored content– Communications tools and services

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Scaling and Sustaining Transformation

• Shifting Leadership and Ownership– MERLOT Teaching Commons to Lucknow Portal– CSU IITE Course to Lucknow Course– CSU Teaching to Lucknow Teaching– Begin with STEM Disciplines to Expand to All

Disciplines– Seed with Hewlett funds to sustain with funds from

institutionalized sources in India

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Next Steps:

• Lucknow revising IITE curriculum into an Indian context and language

• Lucknow’s Portal Services used in Phase II of delivering IITE course

• Integration of MERLOT’s technologies into Lucknow’s Portal Services– Build Locally, Link Globally

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