Your SlideShare is downloading. ×
0
Tips and Tricks for
Teaching Math Online
By Fred Feldon
Coastline Community College
Fountain Valley, CA
November 16, 2010
Hello, and
Welcome!
• Coastline is one of 3 colleges in the District
• We focus on the nontraditional students
and methods...
Adapting to Technology
Adapting to Technology
Adapting to Technology
• Why Do Students Take Classes Online?
• What Are the Success and Retention
Rates?
• What’s Different About Teaching Onlin...
• If You “Build It” Will They Come?
• How Do You Retain Students?
• How Do You Create a Community of
Learners?
• How Do Yo...
Why Do Students Take Classes
Online?
• Students self-select into online courses
• Survey says:
– I enrolled in this class ...
What Are the Success and Retention
Rates?
• About the same as face-to-face classes
What Are the Success and Retention
Rates?
• About the same as face-to-face classes
• Why?
– Students who are highly motiva...
What’s Different About Teaching
Online?
CON:
• There’s a learning curve
• Probably more time-consuming
• You see less stud...
What’s Different About Teaching
Online? (Con’t)
PRO:
• Increased flexibility
• Travel to and teach from any location
• Fee...
What’s Different About Teaching
Online? (Con’t)
PRO (Con’t):
• Assessments (such as homework & quizzes) can
be automatical...
Answer:
1st Star No. 1
2nd Star No. 4 + 4(1) = 8
3rd Star No. 9 + 4(3) = 21
4th Star No. 16 + 4(6) = 40
5th Star No. 25 + ...
A Fly in the Room
Two walls and the ceiling of a room meet at right
angles at point P. A fly is in the air one foot from o...
Answer
A 3-dimensional box with the
point P in one corner and the
fly in another is shown. Use
the Pythagorean Theorem fir...
Arc To Area
The arc below has a measure of 40 degrees, and its endpoints
are at (1,5) and (5,3). Find the area of the circ...
Answer
To find the answer you don’t need to know where the center is, you
just have to find the radius. Draw a picture, pu...
Mathematical Misfit
Which fits best: a square peg in a round hole, or
a round peg in a square hole?
To be more precise, if...
Answer: Take a Square whose side = 1 unit, and a
circle which just fits inside. Area of Circle/Area of
Square = (1/2)2 / 1...
The Shrinking Watermelon
Yesterday you bought a huge 100-pound watermelon
that was 90% water. You left it outside in the h...
Answer
The 10 pounds of fruit that didn’t
evaporate is still there. That now
must represent 20%, or one-fifth, of
the shru...
From Images of Mathematicians on Postage Stamps: The
Impossible Figures of Oscar Reutersvard, Sweden, 1982
How Much Time Does It Take?
• Equal to or more than face-to-face
classes
• To minimize that:
– Don’t “reinvent the wheel.”...
How Much Time Does It Take?
– Respond to e-mails with, “That’s a good
question. Could you do me a favor? Other
students ma...
Should I Start From
“Scratch” or Use a Course
Management System (CMS)?
• Absolutely! Available FREE from a
variety of publ...
How Do You Pick a CMS?
1. Internet-based, available from any computer
2. Easy to register for, easy to use
3. Textbook-spe...
How Do You Pick a CMS? (Con’t)
7. Attractive design
8. Flexibility
- Works right “out of the box” plus allows for extensiv...
If You Build It, Will They Come?
How Do You Retain Students?
How Do You Create a Community of
Learners?
• Your participati...
Building a Community of Learners
(Con’t)
• Post items that invite and encourage students to
visit the Discussion Board:
– ...
Building a Community of Learners
(Con’t)
• Graphing Calculator Instructions
http://www.youtube.com/watch?v=IdmZ5pd4BDo
htt...
Building a Community of Learners
(Con’t)
• OnLineConversion.com
http://www.onlineconversion.com
• Algebra Review
http://ww...
Add Math-Related Content from
Current Events
Recent Time
magazine article:
Subjects in an
experiment did
math problems and
made fewer errors
with a pet in the
room, co...
“On the Internet, nobody knows you’re a dog!”
Building a Community of Learners
(Con’t)
• “Reach Out” at regular intervals
– Send e-mail to all students 1-2 weeks after ...
Building a Community of Learners
(Con’t)
• Be flexible
– Have a schedule students should follow, but allow full
credit for...
Building a Community of Learners
(Con’t)
• Encourage student-to-student interaction
– Form groups
– Homogeneous or random?...
Supplement the Course With
Your Own Material
• Some suggested products:
– Screen capture programs like Camtasia and SnagIt...
Supplement the Course With
Your Own Material (Con’t)
• Tablet PCs available from Toshiba, Fujitsu, HP,
Gateway, and others...
Supplement the Course With
Your Own Material (Con’t)
Solve problem and show your work then print to PDF and attach
the fil...
Supplement the Course With
Your Own Material (Con’t)
See actual video at:
http://www.youtube.com/watch?v=IdmZ5pd4BDo
Supplement the Course With
Your Own Material (Con’t)
The presenter created a video showing students how to use
MyMathLab t...
Supplement the Course With
Your Own Material (Con’t)
Instructor-created video on curve fitting and regression
analysis
See...
How Do You Keep Students
From Cheating?
• Make online assessments like quizzes and
homework worth a small part of their gr...
How Do You Keep Students
From Cheating? (Con’t)
• Midterm and Final Exams are open-ended, free-
response and worth a total...
Thank You!
Fred Feldon
Math Department Chair
Coastline Community College
ffeldon@coastline.edu
Check out a live course!
Vi...
Tips and Tricks ITC 2010
Tips and Tricks ITC 2010
Tips and Tricks ITC 2010
Tips and Tricks ITC 2010
Tips and Tricks ITC 2010
Tips and Tricks ITC 2010
Upcoming SlideShare
Loading in...5
×

Tips and Tricks ITC 2010

466

Published on

Tips and tricks for teaching math online, updated for November 2010 Instructional Technology Council (ITC) webinar.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
466
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • 1
  • Transcript of "Tips and Tricks ITC 2010"

    1. 1. Tips and Tricks for Teaching Math Online By Fred Feldon Coastline Community College Fountain Valley, CA November 16, 2010
    2. 2. Hello, and Welcome! • Coastline is one of 3 colleges in the District • We focus on the nontraditional students and methods of instruction • 84% of the math department is enrolled online
    3. 3. Adapting to Technology
    4. 4. Adapting to Technology
    5. 5. Adapting to Technology
    6. 6. • Why Do Students Take Classes Online? • What Are the Success and Retention Rates? • What’s Different About Teaching Online? • How Much Time Does It Take? • Should I Use a Course Management System (CMS) or Start From “Scratch”? • How Do You Pick a CMS? You’ve Got Questions…
    7. 7. • If You “Build It” Will They Come? • How Do You Retain Students? • How Do You Create a Community of Learners? • How Do You Supplement the Course With Your Own Material? • How Do You Keep Students From Cheating? Questions… (Con’t)
    8. 8. Why Do Students Take Classes Online? • Students self-select into online courses • Survey says: – I enrolled in this class because it was closed at Coastline. Agree: 7% – I enrolled in this class because it was closed at another college. Agree: 2% – I enrolled because I wanted an online course. Agree: 86% (Source: Survey of Fall 2005 Coastline College DL students)
    9. 9. What Are the Success and Retention Rates? • About the same as face-to-face classes
    10. 10. What Are the Success and Retention Rates? • About the same as face-to-face classes • Why? – Students who are highly motivated and have the right skills self-select into class – Online format fosters more independent learning – Instructor gives more attention to some students who might otherwise be ignored – Students schedule study time with less distractions, greater concentration – Students study and interact with anyone rather than just who they sit next to in class
    11. 11. What’s Different About Teaching Online? CON: • There’s a learning curve • Probably more time-consuming • You see less students face-to-face • Number of e-mails increases • More work must be done up-front • You become “addicted” to the computer
    12. 12. What’s Different About Teaching Online? (Con’t) PRO: • Increased flexibility • Travel to and teach from any location • Feeling of community is possible!! • Equally rewarding and enjoyable • Number of students you can reach individually increases • Students can collaborate easier • Students can be asked to do more on their own-- the role of authority is more spread out
    13. 13. What’s Different About Teaching Online? (Con’t) PRO (Con’t): • Assessments (such as homework & quizzes) can be automatically graded, saving time • Changes to your course “on the fly” are possible • You have time to think and research before answering questions • Students are expecting more technology • Number of voicemails decreases • Supplemental and enrichment material can be more timely--and look better too (see following examples)
    14. 14. Answer: 1st Star No. 1 2nd Star No. 4 + 4(1) = 8 3rd Star No. 9 + 4(3) = 21 4th Star No. 16 + 4(6) = 40 5th Star No. 25 + 4(10) = 55 20th Star No. 400 + 4(190) = 1,160 nth Star No. n2 + 4[n(n - 1)/2] = 3n2 - 2n 5th Square No. 4th Triangular No. n th Square No. n -1 Triangular No.
    15. 15. A Fly in the Room Two walls and the ceiling of a room meet at right angles at point P. A fly is in the air one foot from one wall, eight feet from the other wall, and nine feet from point P. How many feet is the fly from the ceiling?
    16. 16. Answer A 3-dimensional box with the point P in one corner and the fly in another is shown. Use the Pythagorean Theorem first to get the diagonal on the bottom, then again to get the distance x to the ceiling. The answer is 4 feet.
    17. 17. Arc To Area The arc below has a measure of 40 degrees, and its endpoints are at (1,5) and (5,3). Find the area of the circle that contains the arc.
    18. 18. Answer To find the answer you don’t need to know where the center is, you just have to find the radius. Draw a picture, put a point about where the center might be, draw a triangle, label everything you know and go from there. You can use the Law of Sines or split the triangle in two (a 20-90-70 triangle) and use trig to get the length of the radius, about 6.5382, so the area of the circle is about 134.28 square units.
    19. 19. Mathematical Misfit Which fits best: a square peg in a round hole, or a round peg in a square hole? To be more precise, if you take a circle and fit it just inside a square, or take a square and fit it just inside a circle, which fills up proportionally the most space?
    20. 20. Answer: Take a Square whose side = 1 unit, and a circle which just fits inside. Area of Circle/Area of Square = (1/2)2 / 1 = /4 = 0.785. Take a Circle whose diameter = 1 unit, and a square which just fits inside. Area of Square/Area of Circle = (1/ )2 / ( (1/2)2) = 2/ = 0.637. Since /4 > 2/ , the round peg fills up proportionally more space and therefore fits better in the square hole than the square peg fits in the round hole! 2      
    21. 21. The Shrinking Watermelon Yesterday you bought a huge 100-pound watermelon that was 90% water. You left it outside in the hot sun. Some of the water evaporated, so it is now 80% water. How much does it weigh now?
    22. 22. Answer The 10 pounds of fruit that didn’t evaporate is still there. That now must represent 20%, or one-fifth, of the shrunken watermelon. So the watermelon must weigh 50 pounds.
    23. 23. From Images of Mathematicians on Postage Stamps: The Impossible Figures of Oscar Reutersvard, Sweden, 1982
    24. 24. How Much Time Does It Take? • Equal to or more than face-to-face classes • To minimize that: – Don’t “reinvent the wheel.” Use a Course Management System (CMS) – Share online material with other faculty in your department – Discourage the use of e-mail; encourage use of the discussion board
    25. 25. How Much Time Does It Take? – Respond to e-mails with, “That’s a good question. Could you do me a favor? Other students may be wondering the same thing. Could you please post your question on the Discussion Board? I promise to reply right away. Thanks!” Then do so. – Prioritize student contact and your time as follows: (1) Discussion Board (2) E-mail (3) Voicemail
    26. 26. Should I Start From “Scratch” or Use a Course Management System (CMS)? • Absolutely! Available FREE from a variety of publishers pre-loaded with textbook-specific content and numerous features. Here’s what to look for:
    27. 27. How Do You Pick a CMS? 1. Internet-based, available from any computer 2. Easy to register for, easy to use 3. Textbook-specific instructional material including videos, interactive exercises and tutorials 4. Algorithmic assessments that can also be printed out in hard-copy 5. Gradebook with full edit/import/export capabilities 6. Communication features including e-mail to all or select students, live chat, and asynchronous, threaded discussion
    28. 28. How Do You Pick a CMS? (Con’t) 7. Attractive design 8. Flexibility - Works right “out of the box” plus allows for extensive customization, enhancement, and modification - Works in a variety of instructional modes including online, traditional classroom, and hybrid environments 9. Tech support included free, by e-mail and phone 10. Parent corporation welcomes input and provides frequent updates and improvements 11. Free to students, free to instructors, free to the college, with purchase of a textbook; or access is available separately
    29. 29. If You Build It, Will They Come? How Do You Retain Students? How Do You Create a Community of Learners? • Your participation is key • Students will “follow your lead” • Require a Student Bio be posted the first week • Discourage other forms of communication and focus on the Discussion Board • Visit Discussion Board every day, before you open your e-mail, before you check voicemail • Thank students by name, acknowledge their involvement, make every message positive
    30. 30. Building a Community of Learners (Con’t) • Post items that invite and encourage students to visit the Discussion Board: – Extra Credit problems “first-come, first-served” – Require students to explain their thinking – Hints to succeed in the class, “hot tips” for exams – Current articles or other items of interest (see examples) – Comics and cartoons (see examples) – Helpful links such as: • How To Type Math On a Keyboard http://mathforum.org/dr.math/faq/faq.typing.math.html
    31. 31. Building a Community of Learners (Con’t) • Graphing Calculator Instructions http://www.youtube.com/watch?v=IdmZ5pd4BDo http://www.prenhall.com/divisions/esm/app/calculator/ • Online Netiquette http://www.onlinenetiquette.com/netiquette_101.html • Biographies of Famous Mathematicians http://www-history.mcs.st-and.ac.uk/history • MathWorld http://mathworld.wolfram.com • Math Reference Tables http://www.math2.org • Music and Math http://www.mindinstitute.net/MIND3/mozart/mozart.php
    32. 32. Building a Community of Learners (Con’t) • OnLineConversion.com http://www.onlineconversion.com • Algebra Review http://www.purplemath.com http://www.mathtv.com http://www.khanacademy.org • Dealing with Math Anxiety http://www.academicsuccess.com http://amzn.to/aVtqHi • Computational Knowledge Engine http://www.wolframalpha.com
    33. 33. Add Math-Related Content from Current Events
    34. 34. Recent Time magazine article: Subjects in an experiment did math problems and made fewer errors with a pet in the room, compared to with their friends, their spouse, or alone!
    35. 35. “On the Internet, nobody knows you’re a dog!”
    36. 36. Building a Community of Learners (Con’t) • “Reach Out” at regular intervals – Send e-mail to all students 1-2 weeks after semester begins – Send e-mail 1-2 weeks later, to students with little or no activity, asking how you can help – Send e-mail before the Midterm, with study suggestions and wishing them luck – Post “Tips for the Midterm” on the Discussion Board (e.g. discuss the most frequently-missed problem from last semester) – Send e-mail before drop deadline encouraging catch-up or suggesting withdrawal
    37. 37. Building a Community of Learners (Con’t) • Be flexible – Have a schedule students should follow, but allow full credit for quizzes and homework (algorithmic), no matter when they’re done – Have several different forms (I have 6) of the Midterm and Final for flexibility – Expect and allow some students to get a late start – Expect and allow some students to finish late (give them an “F” then change their grade later)
    38. 38. Building a Community of Learners (Con’t) • Encourage student-to-student interaction – Form groups – Homogeneous or random? – Assign peer-evaluated projects or papers – Praise students for helping each other (public acknowledgement on the Discussion Board or privately in an e-mail) – Choose a student or group of students to be in the “hot seat” for a question (students need to learn how to explain their thinking, justify an answer, and com- municate mathematically)
    39. 39. Supplement the Course With Your Own Material • Some suggested products: – Screen capture programs like Camtasia and SnagIt at www.techsmith.com or ScreenWatch at www .screenwatch.com – Movie-making software from Visual Communicator at www.seriousmagic .com – Smart boards and tablets from Smart Technologies at www2 .smarttech.com and – The io2 Digital Pen at www.logitech.com – Create a video in your college studio or a Podcast from home – Use a Tablet PC to “ink” your lectures and review sessions – Microsoft PowerPoint or Movie Maker plus a webcam, digital video cam, or your digital still camera and a microphone – Web conferencing technology like WebEx or GoToMeeting or CCCConfer (in California)
    40. 40. Supplement the Course With Your Own Material (Con’t) • Tablet PCs available from Toshiba, Fujitsu, HP, Gateway, and others • I use a “pure slate” Tablet from www.motioncomputing .com
    41. 41. Supplement the Course With Your Own Material (Con’t) Solve problem and show your work then print to PDF and attach the file to Discussion Board message, e-mail to students, or post to course Website:
    42. 42. Supplement the Course With Your Own Material (Con’t) See actual video at: http://www.youtube.com/watch?v=IdmZ5pd4BDo
    43. 43. Supplement the Course With Your Own Material (Con’t) The presenter created a video showing students how to use MyMathLab to be successful in the course See actual video at: http://dl.coastline.edu/classes/internet/math100/mymathlab.asx
    44. 44. Supplement the Course With Your Own Material (Con’t) Instructor-created video on curve fitting and regression analysis See actual video at: http://www.coastline.edu/departments.cfm?LinkID=890
    45. 45. How Do You Keep Students From Cheating? • Make online assessments like quizzes and homework worth a small part of their grade • Quizzes and homework are algorithmic • Add Projects for part of their grade – Students in one class watch the PBS Life By the Numbers series featuring Danny Glover and write a 2-3 page paper – Another course (Math for Elementary Teachers) visits K-8 classrooms to observe, to deliver a math lesson; each student writes a report that the entire class reads and discusses.
    46. 46. How Do You Keep Students From Cheating? (Con’t) • Midterm and Final Exams are open-ended, free- response and worth a total of 60-70% of their grade; ID is checked • Have multiple versions (I have 6 different forms of the Midterm and Final each) • Require students to show work on test • Anecdotal evidence: student work is authentic – Scores for online work matches scores on Midterm and Final taken with me or by Proctors who check ID
    47. 47. Thank You! Fred Feldon Math Department Chair Coastline Community College ffeldon@coastline.edu Check out a live course! Visit http://www.coursecompass.com Login: coastlinemath100 password: student100 Liberal Arts Math
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×