Online math design and delivery
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Online math design and delivery

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Considerations for the design and delivery of K-12 online math courses.

Considerations for the design and delivery of K-12 online math courses.

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Online math design and delivery Online math design and delivery Presentation Transcript

  • Online Math Design and Delivery
    Where are you from?
    Christina Teskey Jennifer Riddel
    Open School BC
  • Introductions
    Jennifer Riddel
    Educational Project Manager
    K-12 science/math focus
    Christina (Chris) Teskey
    Educational Project Manager
    K-12 math focus
  • Introductions
    Which best describes your teaching environment?
    A. DL using mostly online resources
    B. DL using mostly print-based resources
    C. classroom
    D. other
    DL = Distributed Learning = Distance Education
  • Introductions
    For DL teachers, which resources do you use?
    A. design my own materials
    B. use commercially-available packaged resources (such as Open School)
    C. use a textbook and/or other support materials
    D. other
    DL = Distributed Learning = Distance Education
  • Our Plan
    Design
    Personalizing the course
    Activating prior knowledge
    Appealing to multiple learning styles
    Fostering community and collaboration
    Delivery
    Establishing and maintaining communication
    Delivering and receiving assignments
    Assessing students
  • Design
  • Personalizing the course
    Which statement do you most agree with?
    A. Online courses should be written in a formal style.
    B. Online courses should be written in a friendly, conversational style.
    Design
  • Personalizing the course
    Conversational language and reading level
    Design
  • Personalizing the course
    Which statement do you most agree with?
    A. Including a virtual coach in an online course engages learners and facilitates learning.
    B. Including a virtual coach in an online course distracts learners and detracts from the course material.
    Design
  • Personalizing the course
    Virtual coaches
    Jennifer
    Jeff
    Design
  • Activating prior knowledge
    How do you activate prior knowledge in an online math course?
    A. I include a warm-up activity for each lesson.
    B. Students are asked to write what they know about a topic at the beginning of each lesson.
    C. Students are provided with a graphic advance organizer at the start of each lesson.
    D. other
    Design
  • Activating prior knowledge
    Design
  • Activating prior knowledge
    Design
  • Appealing to multiple learning styles
    How do you appeal to multiple learning styles in your online math courses?
    A. I provide hands-on activities
    B. I provide access to audio/video/flash media pieces
    C. I provide access to interactive web-based activities
    D. other
    Design
  • Appealing to multiple learning styles
    3 main types of media
    • Watch-and-Listen
    • Exploratory
    • Instruction/practice
    Design
  • Appealing to multiple learning styles
    Visual learners
    Design
  • Appealing to multiple learning styles
    Auditory learners
    Multimedia with audio
    Demonstration and solutions videos
    Design
  • Appealing to multiple learning styles
    Kinaesthetic learners
    Design
  • Appealing to multiple learning styles
    Where do you get media for your online math courses?
    A. The commercial course I use includes media
    B. I link to external websites (media created and shared by others)
    C. I create my own media
    D. other
    Design
  • Fostering community and collaboration
    How do you incorporate opportunities for discussion and collaboration into the design of your course?
    A. I schedule regular class meetings at the beginning of the course
    B. I include collaborative projects in my course materials
    C. I schedule regular asynchronous discussions at the beginning of the course
    D. other
    Design
  • Fostering community and collaboration
    Discussions
    One way to think about integers is going up and down a flight of stairs. +3 means go up three stairs. -3 means go down three stairs. Can you think of another way to think about integers?
    Post your answer in the discussion forum and comment on at least two other posts.
    If possible, find or take photos of objects or situations that could demonstrate integers and post these in the discussion forum as well.
    Design
  • Delivery
  • Establishing and maintaining communication
    How do you encourage student-student interaction?
    A. through a discussion forum
    B. through social media tools (Facebook, Twitter, MySpace, etc.)
    C. By having students work collaboratively on assignments or projects
    D. other
    Delivery
  • Establishing and maintaining communication
    How do you encourage student-teacher interaction?
    A. through a discussion forum
    B. through social media
    C. through formal online class meetings (i.e. Elluminate)
    D. through email/other
    Delivery
  • Delivering and receiving assignments
    How do your online students submit assignments?
    A. completely online
    B. done on paper, scanned and emailed or mailed to teacher
    C. blend of online and paper-based assignments
    D. other
    Delivery
  • Assessing students
    Projects and tests
    Do you include collaborative projects in your online math course?
    A. yes
    B. no
    C. sometimes/depends
    D. other
    Delivery
  • Assessing students
    Projects and tests
    How do your online students write tests?
    A. online
    B. pen and paper at home (test received by download or email)
    C. pen and paper at a testing center
    D. other
    Delivery
  • Assessing students
    Projects and tests
    How do you ensure student honesty in testing?
    A. invigilators
    B. testing centres
    C. leave to student and home facilitator
    D. other
    Delivery
  • Wrap-up
  • References
    Barbour, M. K. (2007). Principles of effective web-based content for secondary school students: Teacher and developer perceptions. Journal of Distance Education, 21(3), 93-114.
    Clark, R.C., and Mayer, R.E. (2003). e-Learning and the Science of Instruction. San Francisco: John Wiley and Sons, Ltd.
     
    Engelbrecht, J. and Harding, A. (2004). Combining online and paper-based assessment in a web-based course in undergraduate mathematics. Journal of Computers in Mathematics and Science Teaching. 23(3), 217-231.
    Hughes, J.E., McLeod, S. Brown, R., Maeda, Y., & Choi, J. (2007). Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms. The American Journal of Distance Education, 21(4), 199–214.
    McNeill, J. (n.d.) Tessellation tutorial. [online demonstration] http://jimmcneill.com/
    Reeves, S., Vangalis, M. Vevera, L. Jensen, V. & Gillan, K.J. (Cathy Cavanaugh and Robert L. Blomeyer, eds.) (2007). Teaching and Learning Mathematics Online: How Florida Virtual School Builds Community through Established Practices. [Chapter 5.] What Works in K-12 online learning. Eugene, OR: International Society for Technology in Education.
     
    Smith, G.G, and Ferguson, D. (2004). Diagrams and math notation in e-learning: growing pains of a new generation. International Journal of Mathematical Education in Science and Technology, 35(5), 681–695.
  • Online Math Design and Delivery
    Thank you for attending our session!
    Christina (Chris) Teskey
    Educational Project Manager
    Chris.Teskey@gov.bc.ca
    250-356-5810
    Jennifer Riddel
    Educational Project Manager
    Jennifer.Riddel@gov.bc.ca
    250-356-1971
    Open School BC