Distance Learning Amatyc Access 2008

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Distance Learning Amatyc Access 2008

  1. 1. Who? What? When? Where? Why? How? Of Distance Education
  2. 2. Before we start <ul><li>Who has taught on-line? </li></ul><ul><li>Who uses the web in a traditional class? </li></ul><ul><li>What are the biggest positives to teaching an online course? </li></ul><ul><li>What are the biggest negatives? </li></ul>
  3. 3. Interesting Facts <ul><li>Last year, almost 3.5 million college students nationwide were taking at least one online course representing nearly 20% of all U.S. higher education students. </li></ul><ul><li>In Ohio, almost 50,000 students were taking at least one online course representing nearly 11% of all publicly educated Ohio undergraduate students. </li></ul>
  4. 4. <ul><li>Why the </li></ul><ul><li>Increase in </li></ul><ul><li>Students in Distance Classes? </li></ul>
  5. 5. Increase in Students in Distance Classes <ul><li>Attributed to </li></ul><ul><li>enrollment growth, </li></ul><ul><li>shrinking public funding for higher education </li></ul><ul><li>student demand </li></ul><ul><li>need to improve access for non-traditional students. </li></ul>
  6. 6. <ul><li>What are the </li></ul><ul><li>Types of </li></ul><ul><li>Distance Learning Classes? </li></ul>
  7. 7. Types of Distance Courses <ul><li>Totally online courses </li></ul><ul><li>Hybrid (or blended) courses where students meet part of the time with a faculty member and part time on their own using the web as a resource </li></ul><ul><li>Web-enhanced courses where faculty make use of the web for the posting of documents and online discussions </li></ul>
  8. 8. What are sound Pedagogical Components of distance classes?
  9. 9. Pedagogical Components <ul><li>Best Practices for Online Education </li></ul><ul><li>Pedagogy for Online Education </li></ul><ul><li>Designing Online Content </li></ul><ul><li>Providing Feedback to Online Students </li></ul><ul><li>Active Learning </li></ul><ul><li>Student Collaboration </li></ul>
  10. 10. Best Practices for Online Education <ul><li>Implementing the Seven Principles: Technology as Lever </li></ul><ul><ul><li>Follow-up on Chickering’s Seven Principles </li></ul></ul><ul><li>Distance Education, Guidelines for Good Practice </li></ul><ul><ul><li>14 standards based on a survey of DL practitioners </li></ul></ul>
  11. 11. Good practice in undergraduate education: <ul><li>Encourages contacts between students and faculty. </li></ul><ul><li>Develops reciprocity and cooperation among students. </li></ul><ul><li>Uses active learning techniques. </li></ul><ul><li>Gives prompt feedback. </li></ul><ul><li>Emphasizes time on task. </li></ul><ul><li>Communicates high expectations. </li></ul><ul><li>Respects diverse talents and ways of learning. </li></ul><ul><li>(Chickering, 1987) </li></ul>
  12. 12. Guidelines for Best Practice <ul><li>Faculty must retain academic control </li></ul><ul><li>Faculty must be prepared to meet the special requirements of teaching at a distance </li></ul><ul><li>Course design should be shaped to the potentials of the medium </li></ul><ul><li>Students must fully understand course requirements and be prepared to succeed </li></ul>
  13. 13. Guidelines (Continued) <ul><li>Close personal interaction must be maintained </li></ul><ul><ul><li>In real time (synchronously) </li></ul></ul><ul><ul><li>In virtual time (asynchronously) </li></ul></ul><ul><li>Class size should be set through normal faculty channels </li></ul><ul><li>Courses should cover all material </li></ul><ul><li>Experimentation with a broad variety of subjects should be encouraged </li></ul>
  14. 14. Guidelines (Continued) <ul><li>Equivalent Research opportunities must be provided </li></ul><ul><li>Student assessment should be comparable </li></ul><ul><li>Equivalent advisement opportunities must be offered </li></ul><ul><li>Faculty should retain creative control over use and re-use of materials </li></ul>
  15. 15. Guidelines (Continued) <ul><li>Full undergraduate degree programs should include same-time same-place coursework </li></ul><ul><li>Evaluation of distance coursework should be undertaken at all levels </li></ul><ul><li>American Federation of Teachers, 2000 </li></ul>
  16. 16. What are the Course Design Components of distance classes?
  17. 17. Course Design Components <ul><li>Course Management System/ Authoring Platform </li></ul><ul><li>Course Content </li></ul><ul><li>Electronic Tools </li></ul><ul><li>Assessment Methods </li></ul>
  18. 18. <ul><li>What is a </li></ul><ul><li>Course Management System? </li></ul>
  19. 19. Course Management System/ Authoring Platform <ul><li>Course Management Systems provide an environment in which students may work on course materials within a curriculum. These environments provide tracking and data collection capabilities of registered users. </li></ul>
  20. 20. Examples <ul><li>WebCT & Blackboard (they have merged) ( http:// www.blackboard.com ) </li></ul><ul><li>Ecollege ( http:// www.ecollege.com/index.learn ) </li></ul><ul><li>Angel ( http:// www.angellearning.com / ) </li></ul><ul><li>Moodle ( http://moodle.org/ ) </li></ul><ul><li>D2L ( http://http://www.desire2learn.com/ ) </li></ul>
  21. 21. <ul><li>How do instructors </li></ul><ul><li>choose appropriate software packages? </li></ul>
  22. 22. Software Choices <ul><li>Course Management System chosen at College level </li></ul><ul><li>Additional Software chosen by department or instructor </li></ul><ul><ul><li>MyMathLab </li></ul></ul><ul><ul><li>WileyPlus </li></ul></ul><ul><ul><li>Mathzone </li></ul></ul><ul><ul><li>Webassign, etc. </li></ul></ul>
  23. 23. First Criteria <ul><li>Compatibility with MAC and PC </li></ul><ul><li>Browser check (Auto or manual) </li></ul><ul><ul><li>IE7, IE8 or both </li></ul></ul><ul><li>Software Check </li></ul><ul><ul><li>Adobe Flash Player </li></ul></ul><ul><ul><li>Java </li></ul></ul><ul><ul><li>other </li></ul></ul>
  24. 24. User Friendly <ul><li>For You </li></ul><ul><ul><li>Content management </li></ul></ul><ul><ul><li>File control </li></ul></ul><ul><ul><li>Multiple sections </li></ul></ul><ul><li>For Your Students </li></ul><ul><ul><li>Easy to navigate? </li></ul></ul><ul><ul><li>Online tutorial? </li></ul></ul><ul><ul><li>Install Wizard? </li></ul></ul>
  25. 25. How Much Support for You and Your Students <ul><li>Video Lectures </li></ul><ul><li>PowerPoint® </li></ul><ul><li>Online Textbook (ebook) </li></ul><ul><li>Online Homework </li></ul><ul><li>Online Discussion </li></ul><ul><li>Instructor-Student Communication </li></ul>
  26. 26. Each Package has Strengths and Weaknesses <ul><li>I use MyMathLab </li></ul><ul><li>Cynthia Young College Algebra (WileyPlus) </li></ul><ul><ul><li>Plain language (talks to students) </li></ul></ul><ul><ul><li>“ Go Tutorials” </li></ul></ul><ul><li>Enhanced Web Assign </li></ul><ul><ul><li>“ only” an Online HW management system </li></ul></ul><ul><ul><li>supports every major publisher </li></ul></ul>
  27. 27. <ul><li>What are the </li></ul><ul><li>Types of Course Content used in </li></ul><ul><li>Distance Learning Classes? </li></ul>
  28. 28. Course Content <ul><li>Can be textbook specific or stand-alone </li></ul><ul><li>Consult courseware support site for training materials </li></ul>
  29. 29. <ul><li>What are the </li></ul><ul><li>Types of Tools used in </li></ul><ul><li>Distance Learning Classes? </li></ul>
  30. 30. Electronic Tools <ul><li>Audioconferencing </li></ul><ul><li>Blogging </li></ul><ul><li>Chatrooms </li></ul><ul><li>Digital drop box </li></ul><ul><li>Electronic bulletin board </li></ul><ul><li>Electronic mail </li></ul><ul><li>Fax </li></ul><ul><li>Instant messaging </li></ul><ul><li>Interactive video </li></ul><ul><li>Vodcasting </li></ul><ul><li>Wiki </li></ul><ul><li>iPod </li></ul><ul><li>Listserv </li></ul><ul><li>Newsgroup </li></ul><ul><li>Print (textbooks, etc.) </li></ul><ul><li>Software tutorials </li></ul><ul><li>Telecourse </li></ul><ul><li>Telephone </li></ul><ul><li>Threaded discussion </li></ul><ul><li>Videoconferencing </li></ul><ul><li>Webcams </li></ul><ul><li>You Tube </li></ul>
  31. 31. http://www.youtube.com/
  32. 32. <ul><li>What are the Types of </li></ul><ul><li>Assessment Methods Used in </li></ul><ul><li>Distance Learning Classes? </li></ul>
  33. 33. <ul><li>Let’s try a live </li></ul><ul><li>Webcam </li></ul><ul><li>Using Windows </li></ul><ul><li>Live Messenger </li></ul>
  34. 34. Assessment Methods <ul><li>Traditional (in the classroom) </li></ul><ul><li>Online </li></ul><ul><li>Proctored </li></ul><ul><ul><li>In Institution’s Testing Center </li></ul></ul><ul><ul><li>By arrangement with proctor (faculty member or supervisor) </li></ul></ul>
  35. 35. Using Technology to Assess <ul><li>Create your own tests with MicroSoft ClassServer </li></ul><ul><li>Computer Generated Tests (example: Coursecompass.com) </li></ul><ul><li>Turning Points ™ (instructor can ask any question, get a response from the audience then immediately display results in a PowerPoint presentation!  After data has been collected from the audience, data can be downloaded into Excel Word for further analysis, trend recognition and reporting.) </li></ul>
  36. 36. <ul><li>How can you prepare to be a successful </li></ul><ul><li>Distance Learning Teacher? </li></ul>
  37. 37. Prepare to Teach Online Successfully! <ul><li>Find a mentor </li></ul><ul><li>Have a trusted colleague review your materials </li></ul><ul><li>Enroll in an online course or participate in online training </li></ul>
  38. 38. Internet Resources <ul><li>A website for TI-83 & Ti-84 Graphing Calculators: </li></ul><ul><li>http://mathbits.com/MathBits/TISection/Openpage.htm#General </li></ul><ul><li>A website for math &quot;notes”: http:// purplemath.com / </li></ul><ul><li>A website for Conics: http:// britton.disted.camosun.bc.ca/jbconics.htm </li></ul><ul><li>Print your own Graph Paper (rectanglar, polar, logarithmic): http:// www.mathematicshelpcentral.com/graph_paper.htm </li></ul><ul><li>A website for Derivatives: http:// distlearn.amatyc.org </li></ul><ul><ul><li>Math Type is a product for including mathematics notation in documents: http:// www.dessci.com/en/products/mathtype/?t </li></ul></ul>
  39. 39. Internet Resources <ul><li>Get a TI Calculator emulator: </li></ul><ul><li>http://www.mtsu.edu/~smcdanie/CSS_Site/VisualAlgebra/Visual_Dev_algebra2.htm </li></ul><ul><li>That one has lots of good help menus for Word, Excel, Powerpoint, and has the virtual TI as a download. </li></ul><ul><li>Math GV: http:// www.mathgv.com / </li></ul><ul><li>This is a free grapher. Have your students use this to create graphs to copy and paste into Word documents </li></ul>
  40. 40. Free Resource on the Internet <ul><ul><li>A free graphing utility </li></ul></ul><ul><ul><li>http:// www.padowan.dk /graph/ </li></ul></ul><ul><ul><li>A resource for math teachers </li></ul></ul><ul><ul><li>http:// www.mathbits.com / </li></ul></ul><ul><li>Texas Instruments ready-made lessons </li></ul><ul><ul><li>http:// www.timath.com / </li></ul></ul><ul><li>Video tutorials for algebra to calculus </li></ul><ul><ul><li>http:// www.hippocampus.org / </li></ul></ul>
  41. 41. Questions? Contact Information Mary Beth Orrange [email_address] Nancy J. Sattler [email_address] Vera Hy-Hynevman [email_address]
  42. 42. Sharing Session <ul><li>Homework </li></ul><ul><li>Projects </li></ul><ul><li>Course material delivery </li></ul><ul><li>Office hours </li></ul><ul><li>Communication </li></ul><ul><li>Class Participation </li></ul><ul><li>Books </li></ul><ul><li>All the other things that go in a math course </li></ul>

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