• Instructional Practices
• Creating Learning Resources
• Promoting Collaborations and Communities
• Faculty Development
• Digital Libraries, Technology and Standards

Call For Proposals - CLOSED

Track 1: Instructional Practices
This track is an opportunity for faculty and authors of learning resources to demonstrate how they use technology to further their pedagogic goals. How do they use MERLOT to research and create courses and curriculum? How does this resource help faculty teach and students learn? What resources are available for assessing learning? How do faculty engage in, and participate in MERLOT? Potential topics included in this track are:

• Integrating and using online resources in your discipline
• Creating and using exemplary assignments and best pedagogical practices
• Assessing student learning
• Making teaching, learning and online resources accessible
• Integrating teaching resources and pedagogic practices
• Teaching and learning in digital cross-cultural contexts
• Finding and sharing online resources of note

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Track 2: Creating Learning Resources
This track focuses on the creation and development of online learning resources. What are the effective strategies used to develop good instructional software? How can MERLOT support the needs of novice to expert authors and developers of learning materials? Potential topics included in this track are:

• Designing immersive environments
• Integrating learning resources with course management tools
• Using adaptive technologies specialized for learning
• Developing electronic portfolios, personal learning portfolios and other reflective learning tools
• Designing for accessibility and multiple users
• Exploring licensing and copyright issues
• Designing for learning outcomes
• Sharing tips and tools
• Evaluating learning resources

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Track 3: Promoting Collaborations and Communities
This track explores the concepts and notions of community. Included are demonstrations and presentations of effective practices in developing and sustaining online communities both within MERLOT and in general. What are the requirements for creating, growing, and sustaining online communities such as MERLOT? What do other major shared content communities have in common with MERLOT? Are there online learning communities that have adopted MERLOT as a strategy for discipline based activities? How can institutions, systems and/or states promote collaboration? Potential topics included in this track are:

• Determining the needs of communities
• Facilitating and sustaining online learning communities
• Developing collaborative affiliations with academic professional societies and other organizations
• Strategizing to promote collaboration, and potential and real cost savings to collaboration
• Exploring the benefits and barriers to collaboration
• Creating effective system and state-level partnerships with MERLOT
• Using MERLOT as a community development tool

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Track 4: Faculty Development
This track looks at faculty development programs that work. What do instructors need to know and be able to do to use MERLOT effectively? What do discipline specific professional organizations believe are critical components in their constituents' successful incorporation of instructional technology? What is the role of campus Libraries in faculty development? How can MERLOT help faculty develop professionally? Potential topics included in this track are:

• Establishing and maintaining effective training programs for instructors
• Working with adjunct faculty – role of the virtual office
• Making meanings and creating measures for digital scholarship
• Considering promotion, tenure and issues associated with faculty rewards
• Dealing with accreditation, standards and other measures of effectiveness
• Evolving institutional standards

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Track 5: Digital Libraries, Technology and Standards
This track focuses on the issues, resources and the environment that surround educational resources such as MERLOT. Presentations and demonstrations may include information about library science, education digital libraries, new course material, information management systems, learning management systems, open resources tools and courseware, and exemplary practices. Potential topics included in this track are:

• Exploring digital libraries and digital library initiatives
• Creating economic models for sustainability of online resources
• Examining issues around copyright and intellectual property
• Addressing accessibility issues
• Discovering and using emerging technologies
• Learning about IMS and SCORM metadata standards

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The conference supports a variety of formats to help you make your presentation most effectively. If you have any questions which format might work best for you, please contact the Conference Chair.

Concurrent Session (30 minutes)
The mainstay of the conference, part of the session time is used for the presentation of a focused topic. We encourage interactivity and involving the participants in an exchange of ideas around the topic.

Panel Session (60 minutes)
Successful panels should be organized around a controversial or emerging topic. It is an opportunity for 3-5 people (including the Chair) to present their views or results on a common theme, issue, or question and discuss them with the audience. Panel proposals must include the goals of the session, a list of panelists and titles of their individual presentations.

Hands-on Workshops (150 minutes)
Workshops provide participants with hands-on, interactive learning opportunities. Workshop session proposals must include:

The target audience
Maximum number of participants
I Intended outcomes
A description of the activities
A description of technology needs

Poster Sessions
Poster sessions enable participants to demonstrate and discuss their materials and research in a one on one setting. Posters are set up prior to the conference and are open for review through out the conference in the Connections Room. Presenters are asked to be at the formal poster sessions. The proposal should include the topic, target audiences, and a brief abstract of the project, practice or approach.

Design Review (60 minutes)
The Design Review is an opportunity to share specific samples of work (e.g., a learning objects, paper in progress, training program in planning, new or revised online service) for a brief, focused review by audience members. Proposals must describe the work, the aspect of the work for which the developers would like feedback, and the feedback will be collected.

Pre-conference Workshops (half and full day sessions)
Pre-conference workshops are arranged by invitation only. If you are interested in conducting a workshop, contact the conference chair.

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