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Online Math Design and Delivery<br />Where are you from?<br />Christina Teskey       Jennifer Riddel<br />Open School BC<b...
Introductions<br />Jennifer Riddel<br />Educational Project Manager <br />K-12 science/math focus<br />Christina (Chris) T...
Introductions<br />Which best describes your teaching environment?<br />A. DL using mostly online resources<br />B. DL usi...
Introductions<br />For DL teachers, which resources do you use?<br />A. design my own materials<br />B. use commercially-a...
Our Plan<br />Design<br />Personalizing the course<br />Activating prior knowledge<br />Appealing to multiple learning sty...
Design<br />
Personalizing the course<br />Which statement do you most agree with?<br />A. Online courses should be written in a formal...
Personalizing the course<br />Conversational language and reading level<br />Design<br />
Personalizing the course<br />Which statement do you most agree with?<br />A. Including a virtual coach in an online cours...
Personalizing the course<br />Virtual coaches<br />Jennifer<br />Jeff<br />Design<br />
Activating prior knowledge<br />How do you activate prior knowledge in an online math course?<br />A. I include a warm-up ...
Activating prior knowledge<br />Design<br />
Activating prior knowledge<br />Design<br />
Appealing to multiple learning styles<br />How do you appeal to multiple learning styles in your online math courses?<br /...
Appealing to multiple learning styles<br />3 main types of media<br /><ul><li>Watch-and-Listen
Exploratory
Instruction/practice</li></ul>Design<br />
Appealing to multiple learning styles<br />Visual learners<br />Design<br />
Appealing to multiple learning styles<br />Auditory learners<br />Multimedia with audio<br />Demonstration and solutions v...
Appealing to multiple learning styles<br />Kinaesthetic learners<br />Design<br />
Appealing to multiple learning styles<br />Where do you get media for your online math courses?<br />A. The commercial cou...
Fostering community and collaboration<br />How do you incorporate opportunities for discussion and collaboration into the ...
Fostering community and collaboration<br />Discussions<br />One way to think about integers is going up and down a flight ...
Delivery<br />
Establishing and maintaining communication<br />How do you encourage student-student interaction?<br />A. through a discus...
Establishing and maintaining communication<br />How do you encourage student-teacher interaction?<br />A. through a discus...
Delivering and receiving assignments<br />How do your online students submit assignments?<br />A. completely online<br />B...
Assessing students<br />Projects and tests<br />Do you include collaborative projects in your online math course?<br />A. ...
Assessing students<br />Projects and tests<br />How do your online students write tests?<br />A. online<br />B. pen and pa...
Assessing students<br />Projects and tests<br />How do you ensure student honesty in testing?<br />A. invigilators<br />B....
Wrap-up<br />
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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.

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Transcript of "Online math design and delivery"

  1. 1. Online Math Design and Delivery<br />Where are you from?<br />Christina Teskey Jennifer Riddel<br />Open School BC<br />
  2. 2. Introductions<br />Jennifer Riddel<br />Educational Project Manager <br />K-12 science/math focus<br />Christina (Chris) Teskey<br />Educational Project Manager <br />K-12 math focus<br />
  3. 3. Introductions<br />Which best describes your teaching environment?<br />A. DL using mostly online resources<br />B. DL using mostly print-based resources <br />C. classroom<br />D. other<br />DL = Distributed Learning = Distance Education<br />
  4. 4. Introductions<br />For DL teachers, which resources do you use?<br />A. design my own materials<br />B. use commercially-available packaged resources (such as Open School)<br />C. use a textbook and/or other support materials<br />D. other<br />DL = Distributed Learning = Distance Education<br />
  5. 5.
  6. 6. Our Plan<br />Design<br />Personalizing the course<br />Activating prior knowledge<br />Appealing to multiple learning styles<br />Fostering community and collaboration<br />Delivery<br />Establishing and maintaining communication<br />Delivering and receiving assignments<br />Assessing students<br />
  7. 7. Design<br />
  8. 8. Personalizing the course<br />Which statement do you most agree with?<br />A. Online courses should be written in a formal style.<br />B. Online courses should be written in a friendly, conversational style.<br />Design<br />
  9. 9. Personalizing the course<br />Conversational language and reading level<br />Design<br />
  10. 10. Personalizing the course<br />Which statement do you most agree with?<br />A. Including a virtual coach in an online course engages learners and facilitates learning.<br />B. Including a virtual coach in an online course distracts learners and detracts from the course material.<br />Design<br />
  11. 11. Personalizing the course<br />Virtual coaches<br />Jennifer<br />Jeff<br />Design<br />
  12. 12. Activating prior knowledge<br />How do you activate prior knowledge in an online math course?<br />A. I include a warm-up activity for each lesson.<br />B. Students are asked to write what they know about a topic at the beginning of each lesson.<br />C. Students are provided with a graphic advance organizer at the start of each lesson.<br />D. other<br />Design<br />
  13. 13. Activating prior knowledge<br />Design<br />
  14. 14. Activating prior knowledge<br />Design<br />
  15. 15. Appealing to multiple learning styles<br />How do you appeal to multiple learning styles in your online math courses?<br />A. I provide hands-on activities<br />B. I provide access to audio/video/flash media pieces<br />C. I provide access to interactive web-based activities<br />D. other<br />Design<br />
  16. 16. Appealing to multiple learning styles<br />3 main types of media<br /><ul><li>Watch-and-Listen
  17. 17. Exploratory
  18. 18. Instruction/practice</li></ul>Design<br />
  19. 19. Appealing to multiple learning styles<br />Visual learners<br />Design<br />
  20. 20. Appealing to multiple learning styles<br />Auditory learners<br />Multimedia with audio<br />Demonstration and solutions videos<br />Design<br />
  21. 21. Appealing to multiple learning styles<br />Kinaesthetic learners<br />Design<br />
  22. 22. Appealing to multiple learning styles<br />Where do you get media for your online math courses?<br />A. The commercial course I use includes media<br />B. I link to external websites (media created and shared by others)<br />C. I create my own media<br />D. other<br />Design<br />
  23. 23. Fostering community and collaboration<br />How do you incorporate opportunities for discussion and collaboration into the design of your course?<br />A. I schedule regular class meetings at the beginning of the course<br />B. I include collaborative projects in my course materials<br />C. I schedule regular asynchronous discussions at the beginning of the course<br />D. other<br />Design<br />
  24. 24. Fostering community and collaboration<br />Discussions<br />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? <br />Post your answer in the discussion forum and comment on at least two other posts.<br />If possible, find or take photos of objects or situations that could demonstrate integers and post these in the discussion forum as well.<br />Design<br />
  25. 25. Delivery<br />
  26. 26. Establishing and maintaining communication<br />How do you encourage student-student interaction?<br />A. through a discussion forum<br />B. through social media tools (Facebook, Twitter, MySpace, etc.)<br />C. By having students work collaboratively on assignments or projects<br />D. other<br />Delivery<br />
  27. 27. Establishing and maintaining communication<br />How do you encourage student-teacher interaction?<br />A. through a discussion forum<br />B. through social media<br />C. through formal online class meetings (i.e. Elluminate)<br />D. through email/other<br />Delivery<br />
  28. 28. Delivering and receiving assignments<br />How do your online students submit assignments?<br />A. completely online<br />B. done on paper, scanned and emailed or mailed to teacher<br />C. blend of online and paper-based assignments<br />D. other<br />Delivery<br />
  29. 29. Assessing students<br />Projects and tests<br />Do you include collaborative projects in your online math course?<br />A. yes<br />B. no<br />C. sometimes/depends<br />D. other<br />Delivery<br />
  30. 30. Assessing students<br />Projects and tests<br />How do your online students write tests?<br />A. online<br />B. pen and paper at home (test received by download or email)<br />C. pen and paper at a testing center<br />D. other<br />Delivery<br />
  31. 31. Assessing students<br />Projects and tests<br />How do you ensure student honesty in testing?<br />A. invigilators<br />B. testing centres<br />C. leave to student and home facilitator<br />D. other<br />Delivery<br />
  32. 32. Wrap-up<br />
  33. 33. References<br />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.<br />Clark, R.C., and Mayer, R.E. (2003). e-Learning and the Science of Instruction. San Francisco: John Wiley and Sons, Ltd.<br /> <br />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.<br />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.<br />McNeill, J. (n.d.) Tessellation tutorial. [online demonstration] http://jimmcneill.com/<br />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.<br /> <br />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.<br />
  34. 34. Online Math Design and Delivery<br />Thank you for attending our session!<br />Christina (Chris) Teskey<br />Educational Project Manager<br />Chris.Teskey@gov.bc.ca<br />250-356-5810<br />Jennifer Riddel<br />Educational Project Manager<br />Jennifer.Riddel@gov.bc.ca<br />250-356-1971<br />Open School BC<br />
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