taaams – october 13, 20071 math 1324 – finite math course redesign g. donald allen department of...
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TAAAMS – October 13, 2007 1
Math 1324 – Finite MathCourse Redesign
G. Donald AllenDepartment of Mathematics
Texas A&M University College Station, TX
Texas Association of Academic Administrators
in the Mathematical Sciences
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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
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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
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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
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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".
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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
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Phase III - Math Projects
1. Developmental math – UTB
2. Math 1342 (Elementary Statistics) – UTB
3. Math 1324 (Finite Math) – TAMU / WTAMU
4. Algebra Professional Development Modules – UNT
5. Developmental Math & College Algebra – UNT & North Central Texas College
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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Technology is not a sure fix …
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WebCalC
• 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!
Authors: Don Allen, Phil Yasskin, Michael Stecher
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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?
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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.
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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.
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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
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Goals
1. Improve learning outcomes
2. Obtain greater success rates
3. Reduce costs
4. Improve perception of mathematics as a a. Subject to know
b. Subject to apply
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Redesign Modalities
• Materials development
• Classroom redesign modes
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General Redesign Structure
• Learning outcomes-based materials
• Video everything
• Online homework
• Class format flexibility
• Textbook mapping
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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
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Course Redesign --- NOT!!
Find the center of the circle described by x2 + y2 - 2x + 2y = 21.
a. (2, -1)
b. (1, -1)
c. (2, 2)
d. (-1, 1)
e. None of the above
You have five chances to answer correctly.
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Applets (to date)
• Sets
• Compound Interest
• Matrix multiply
• Revenue-Cost curves
•
•
•
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Course Redesign – class format
Flexibility is Key!!
• Monday/Wednesday/Friday– Monday: preparing for the week
– Wednesday: general discussion of materials
– Friday: in the lab for tutorials and weekly quiz
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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)
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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
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Bringing it Online
• Spring ‘08 Pre-pilot, evaluate
• Summer ‘08 Repair, revise, complete materials
• Fall ‘08 Pilot, evaluate
• Spring ‘09 Production version
• Summer ’09 Preparation for distribution
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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
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Dissemination
• Dissemination rests upon– Direct contact with other campuses (demos)– Flexibility of product use– Textbook mapping– Faculty handbook on course use– Commercial contracts?
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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.
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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
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Future Competitions
• What course to select? – CCGN 2312 – Precalculus– CCGN 2313/14/15 – Calculus I, II– CCGN 2318 – Linear Algebra– CCGN 2320 – Differential Equations
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More Information
• THECB http://www.thecb.state.tx.us/AAR/courseredesign/
• NCAT http://www.thencat.org/
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Course Redesign --- NOT!!