1 / 46

Math 1324 – Finite Math Course Redesign

Texas Association of Academic Administrators in the Mathematical Sciences. Math 1324 – Finite Math Course Redesign. G. Donald Allen Department of Mathematics Texas A&M University College Station, TX dallen@math.tamu.edu. Problem Solving & Technology.

fionan
Download Presentation

Math 1324 – Finite Math Course Redesign

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Texas Association of Academic Administrators in the Mathematical Sciences Math 1324 – Finite MathCourse Redesign G. Donald Allen Department of Mathematics Texas A&M University College Station, TX dallen@math.tamu.edu TAAAMS – October 13, 2007

  2. Problem Solving & Technology “It turns out that technology works best when it is solving a problem that people have come up against.” ---Robert Zemsky, chairman of the Learning Alliance for Higher Education TAAAMS – October 13, 2007

  3. Systemic Problems in Education • Students don’t read well • Students aren’t motivated • Time and place factors • The lecture is over-rated • Student accountability • Teacher-student communication gap TAAAMS – October 13, 2007

  4. Educational Technology • Has been proven effective when… • Implemented carefully • Leadership is on board • Professional development is given • Appropriate curricular design is achieved "Technology in Schools: What the Research Says“ Cisco - Metri TAAAMS – October 13, 2007

  5. The State Mandate TAAAMS – October 13, 2007

  6. THECB & Texas Education Code • Section 61.0763 - To "implement a project under to revise entry-level lower division academic courses... to improve student learning and reduce the cost of course delivery through the use of information technology". • Section 61.0762 - To "develop incentive programs that implement research-based, innovative developmental education initiatives... to enhance the success of students". TAAAMS – October 13, 2007

  7. Phase I, II, and III TAAAMS – October 13, 2007

  8. THECB -Course redesign funding • Phase I Projects (07C) – • history (University of North Texas) • Calculus (UT TeleCampus) • English composition (DCCCS & Texas Tech University). • Phase II Projects – 6 projects • College algebra – Del Mar College • Phase III Projects – 17 projects to be completed by August, 2009 TAAAMS – October 13, 2007

  9. Phase III - Math Projects • Developmental math – UTB • Math 1342 (Elementary Statistics) – UTB • Math 1324 (Finite Math) – TAMU / WTAMU • Algebra Professional Development Modules – UNT • Developmental Math & College Algebra – UNT & North Central Texas College TAAAMS – October 13, 2007

  10. The NCAT Connection TAAAMS – October 13, 2007

  11. National Center for Academic Transformation • NCAT is dedicated to the effective use of information technology to • improve student learning outcomes • reduce the cost of higher education • NCAT provides expertise and support seeking proven methods for providing more students with education. TAAAMS – October 13, 2007

  12. What is Course Redesign? TAAAMS – October 13, 2007

  13. Types of Course Redesign • The Supplemental Model • The Replacement Model  • The Emporium Model • The Fully Online Model • The Buffet Model TAAAMS – October 13, 2007

  14. Course Redesign • Overheard in the student center… I sure miss the good ‘ole days when there was just the lecture. Then I knew what to complain about. TAAAMS – October 13, 2007

  15. Supplemental model • Retains the basic structure of the traditional course • May simply supplement lectures and textbooks with technology-based, out-of-class activities to encourage greater student engagement • May add technology-based, out-of-class activities and also change what goes on in the class by creating an active learning environment TAAAMS – October 13, 2007

  16. The Emporium Model • Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance. • Replaces multiple sections with one large section of all students. • Depends heavily on instructional software, including interactive tutorials, practice exercises, solutions to frequently asked questions, and online quizzes and tests. • Requires a significant commitment of space and equipment. TAAAMS – October 13, 2007

  17. Replacement Model  •  Reduces the number of but not all in-class meetings Replaces some in-class time with online, interactive learning activities •  Assumes that certain activities can be better accomplished •  May keep remaining in-class activities more or less the same – or make significant changes •  May schedule out-of-class activities in 24*7 computer labs TAAAMS – October 13, 2007

  18. The Fully Online Model • Eliminates all in-class meetings and moves all learning experiences online. • Adopts successful redesign elements including Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback, links to additional resources and alternative staffing models. TAAAMS – October 13, 2007

  19. The Buffet Model • Customizes the learning environment for each student. Modularizes course content. • Requires an online assessment of student's learning styles and study skills. • Offers students an assortment of individualized paths to reach the same learning outcomes • Includes an array of learning opportunities for students: e.g. lectures, individual or group discovery laboratories, individual and group review TAAAMS – October 13, 2007

  20. Technology is not a sure fix … TAAAMS – October 13, 2007

  21. WebCalC - online Calculus TAAAMS – October 13, 2007

  22. WebCalC Authors: Don Allen, Phil Yasskin, Michael Stecher • Features: Fully online setting but Studio setting • Perfect mathematical typography, great color and graphics • Interactive quizzes and exams; Internet linked; fast downloads • Symbolic mathematics capabilities • Complete solutions to examples and exercises • Question-answer notes • Animation and Java, sound and video • Years of testing! TAAAMS – October 13, 2007

  23. Facilitator Mode • Facilitator mode - In the facilitator mode, the instructor is in the classroom with the students during a regularly scheduled period. • Answers questions in situ • Assigns/collects/grades homework • Keeps the pace • Makes/grades exams and quizzes • Holds office hours What is studio mode? TAAAMS – October 13, 2007

  24. Lessons learned • Students adapt to online learning without difficulty. • Students learn to "get to work" right away, making efficient use of their time. • Students like the task-oriented environment. • Students can work together. TAAAMS – October 13, 2007

  25. Lessons learned • Greater student friendliness • Increased task orientation • Increased ease of navigation • Faculty bulletproofing In follow-up studies, it appeared the WebCalC students did slightly better than those in traditional sections. TAAAMS – October 13, 2007

  26. Finite Math - Redesign TAAAMS – October 13, 2007

  27. TAMU/WTAMU • Team TAMU • Don Allen, Ben Aurispa, Al Boggess, Kathryn Bollinger, Janice Epstein, Sandra Nite, Heather Ramsey, Sherry Scarborough, Robert Wheeler, Jill Zarestky • Team WTAMU • Dan Seth, Greg Lawler, Becky Walls • Evaluators • Claudia Davis, Pat Stone TAAAMS – October 13, 2007

  28. Goals • Improve learning outcomes • Obtain greater success rates • Reduce costs • Improve perception of mathematics as a • Subject to know • Subject to apply TAAAMS – October 13, 2007

  29. Redesign Modalities • Materials development • Classroom redesign modes TAAAMS – October 13, 2007

  30. General Redesign Structure • Learning outcomes-based materials • Video everything • Online homework • Class format flexibility • Textbook mapping TAAAMS – October 13, 2007

  31. Features • Video lectures (with integrated quizzes) – 30-45 minutes • Tutorial videos –short 3-10 minute videos on special topics • Problem videos –videos consisting of one or two problem solutions • Weekly quizzes & Online and off-line homework systems • Calculator tutorials – self contained tutorials • Textbook mapping – what’s that?? • Applets TAAAMS – October 13, 2007

  32. Course Redesign --- NOT!! • Find the center of the circle described by x2 + y2 - 2x + 2y = 21. • (2, -1) • (1, -1) • (2, 2) • (-1, 1) • None of the above You have five chances to answer correctly. TAAAMS – October 13, 2007

  33. Applets (to date) • Sets • Compound Interest • Matrix multiply • Revenue-Cost curves TAAAMS – October 13, 2007

  34. TAAAMS – October 13, 2007

  35. Course Redesign – class format • Monday/Wednesday/Friday • Monday: preparing for the week • Wednesday: general discussion of materials • Friday: in the lab for tutorials and weekly quiz Flexibility is Key!! TAAAMS – October 13, 2007

  36. How much - How little, Online? • “We have to look at what we’re trying to accomplish in a particular course and figure out the right blend of face-to-face and online. That blend is going to vary from subject to subject and particularly from student to student because students are quite different in their needs” ---Carol Twigg (Educause Review 29 (4): 50-62 2004) TAAAMS – October 13, 2007

  37. Evaluation • Decrease the D-W-F rates • Increase the retention rate • Increase student learning and retention of knowledge and skills • Increase student motivation and course satisfaction • Create quality on-line course content and assessments TAAAMS – October 13, 2007

  38. Bringing it Online • Spring ‘08Pre-pilot, evaluate • Summer ‘08 Repair, revise, complete materials • Fall ‘08 Pilot, evaluate • Spring ‘09 Production version • Summer ’09 Preparation for distribution TAAAMS – October 13, 2007

  39. Sustainability • Sustainability rests upon • Success in increasing retention rates and student learning • Ease of use by faculty & faculty buy-in • Continuing work on the project beyond the expiration of the grant • Reducing instructional costs • Faculty training TAAAMS – October 13, 2007

  40. Dissemination • Dissemination rests upon • Direct contact with other campuses (demos) • Flexibility of product use • Textbook mapping • Faculty handbook on course use • Commercial contracts? TAAAMS – October 13, 2007

  41. E-Learning/Course Redesign • Eases communications for students • Offers the convenience of time and place • Attracts well-motivated students • Provides an alternative to the “failed lecture system” • Improves student and institutional flexibility • Gives the “high” in the new “hybrid” courses. TAAAMS – October 13, 2007

  42. Doing your own course redesign??? TAAAMS – October 13, 2007

  43. Future Competitions • Phase IV RFP is in the planning stages • Find partnering institutions • But… What course to select? • CCGN 1314 – College Algebra • CCGN 1324 – Finite math • CCGN 1325 – Business calculus • CCGN 1350/1 – Fundamentals of math I,II TAAAMS – October 13, 2007

  44. Future Competitions • What course to select? • CCGN 2312 – Precalculus • CCGN 2313/14/15 – Calculus I, II • CCGN 2318 – Linear Algebra • CCGN 2320 – Differential Equations TAAAMS – October 13, 2007

  45. More Information • THECB http://www.thecb.state.tx.us/AAR/courseredesign/ • NCAT http://www.thencat.org/ TAAAMS – October 13, 2007

  46. Course Redesign --- NOT!! TAAAMS – October 13, 2007

More Related