Merging Pedagogies of Online Learning and New Learning Technologies Increasing Success in First-Year Calculus
Acknowledgements <ul><li>Funder </li></ul><ul><li>Inukshuk Wireless Learning Plan </li></ul><ul><li>http://www.inukshuk.ca...
Acknowledgements <ul><li>SME </li></ul><ul><ul><li>Maria Torres, Athabasca University </li></ul></ul><ul><li>Flash Develop...
Agenda <ul><li>Description of project and relevance </li></ul><ul><li>Design criteria </li></ul><ul><li>Design and other c...
Project rationale <ul><li>Just-in-time learning modules </li></ul><ul><li>Algebra - a cornerstone topics in secondary scho...
Criteria influencing project <ul><li>Learning environment </li></ul><ul><li>Length of instructional message </li></ul><ul>...
Learning environment <ul><li>Web-based </li></ul><ul><li>Standalone instruction </li></ul><ul><li>Flash-based interactivit...
Module length <ul><li>General recommendation  - 15 and 30 minutes.  </li></ul><ul><li>Impact of Module Length on completio...
Module length (con’d) <ul><li>Longer modules - higher attrition rates </li></ul><ul><li>Shorter modules encourage learner ...
Audience <ul><li>Adult learners, e.g. self-directed, learning approach utilitarian </li></ul><ul><li>Learners who have bee...
Implications of audience for design <ul><li>Weak academic preparation – lower persistence and completion rates </li></ul><...
Model of novice learner <ul><li>No schema with which to interpret new information,  </li></ul><ul><ul><li>Information prov...
Learning object design <ul><li>Maximum granularity </li></ul><ul><ul><li>Limit number of topics per learning activity </li...
ID Process <ul><li>Research on online pedagogy (e.g. math), algebraic thinking, etc. </li></ul><ul><li>Interaction not tra...
Technology Used <ul><li>Design tools : </li></ul><ul><li>Cognitive Tutor Authoring Tool (CTAT) </li></ul><ul><li>Flash </l...
Design challenges <ul><li>Original content structured for print delivery </li></ul><ul><li>No style guide/design guideline...
Importance of design guidelines <ul><li>Systematizes and streamlines process </li></ul><ul><li>Sets standards and ensures ...
AU LO example <ul><li>Wrapper (minimal navigation, maximum space for learning content) </li></ul><ul><li>Learning activiti...
Wrapper Element Region: 750 x 55 Learning Object Region: 750 x 445
Learning activity components <ul><li>Pre-test and pre-amble (context/rationale for topic, objectives, pre-requisites) </li...
Module organization
Where we started . . . Where we ended up . . .
Demo of AU LO components
Next steps <ul><li>Consultation with the CVU ID experts </li></ul><ul><li>Ongoing production of learning objects </li></ul...
Any questions?
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Pre-Calculus Math Modules - CNIE Conference 2008

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  • Pre-Calculus Math Modules - CNIE Conference 2008

    1. 1. Merging Pedagogies of Online Learning and New Learning Technologies Increasing Success in First-Year Calculus
    2. 2. Acknowledgements <ul><li>Funder </li></ul><ul><li>Inukshuk Wireless Learning Plan </li></ul><ul><li>http://www.inukshuk.ca </li></ul><ul><li>This initiative encourages the development of multimedia-rich learning content to allow learners across the country to embrace online learning. </li></ul>
    3. 3. Acknowledgements <ul><li>SME </li></ul><ul><ul><li>Maria Torres, Athabasca University </li></ul></ul><ul><li>Flash Developer </li></ul><ul><ul><li>Hongxin Yan </li></ul></ul><ul><li>CVU ID Experts </li></ul><ul><ul><li>Daph Crane, Memorial University </li></ul></ul><ul><ul><li>Michelle Harrison, Thompson Rivers University </li></ul></ul><ul><ul><li>Moira Morrison, Laurentian University </li></ul></ul><ul><ul><li>Ted Keating, Thompson Rivers University </li></ul></ul>
    4. 4. Agenda <ul><li>Description of project and relevance </li></ul><ul><li>Design criteria </li></ul><ul><li>Design and other challenges </li></ul><ul><li>Example of AU math module learning activity </li></ul><ul><li>Questions </li></ul>
    5. 5. Project rationale <ul><li>Just-in-time learning modules </li></ul><ul><li>Algebra - a cornerstone topics in secondary school mathematics (Gomez, 2000). </li></ul><ul><li>High incompletion rates in calculus at post-secondary institutions </li></ul>
    6. 6. Criteria influencing project <ul><li>Learning environment </li></ul><ul><li>Length of instructional message </li></ul><ul><li>Audience </li></ul><ul><li>Learning object design </li></ul><ul><li>ID Process </li></ul><ul><li>Learner-centered approach </li></ul><ul><li>Technology used (CTAT and Flash) </li></ul>
    7. 7. Learning environment <ul><li>Web-based </li></ul><ul><li>Standalone instruction </li></ul><ul><li>Flash-based interactivity </li></ul><ul><li>Learner support </li></ul>
    8. 8. Module length <ul><li>General recommendation - 15 and 30 minutes. </li></ul><ul><li>Impact of Module Length on completion rates: </li></ul><ul><ul><li>Longer modules, higher attrition rates (Grant, 2002; Pomales-Garcia and Lui, 2006) </li></ul></ul><ul><ul><li>Quitting, pausing or completing a module more related to module length than media (e.g. text vs. video) </li></ul></ul>
    9. 9. Module length (con’d) <ul><li>Longer modules - higher attrition rates </li></ul><ul><li>Shorter modules encourage learner persistence (Jun, 2005) </li></ul><ul><li>Thirty minute instructional message typical length of lesson in single subject area (e.g. math or reading) (Polychronis et al., 2004) </li></ul>
    10. 10. Audience <ul><li>Adult learners, e.g. self-directed, learning approach utilitarian </li></ul><ul><li>Learners who have been out of school for some time </li></ul><ul><li>Learners who have difficulty with basic mathematical concepts, may be math phobic </li></ul>
    11. 11. Implications of audience for design <ul><li>Weak academic preparation – lower persistence and completion rates </li></ul><ul><li>Shorten and modularize curricula benefits adult learners </li></ul><ul><li>Minimize length of learning session </li></ul><ul><li>(Chao, Stover DeRocco & Flynn, 2007) </li></ul>
    12. 12. Model of novice learner <ul><li>No schema with which to interpret new information, </li></ul><ul><ul><li>Information provided in small chunks, or smaller units (Billings, 1985). </li></ul></ul><ul><li>Give feedback after each action or decision </li></ul>
    13. 13. Learning object design <ul><li>Maximum granularity </li></ul><ul><ul><li>Limit number of topics per learning activity </li></ul></ul><ul><ul><li>Content restructuring resulting in more, shorter duration learning activities </li></ul></ul><ul><li>Maximum re-usability </li></ul><ul><ul><li>Modularize each component of instruction </li></ul></ul>
    14. 14. ID Process <ul><li>Research on online pedagogy (e.g. math), algebraic thinking, etc. </li></ul><ul><li>Interaction not transmission model, i.e. learner-content interaction </li></ul><ul><li>Limit cognitive load (e.g. simple interface design) </li></ul><ul><li>Ongoing evaluation process (e.g. iterative design process) </li></ul>
    15. 15. Technology Used <ul><li>Design tools : </li></ul><ul><li>Cognitive Tutor Authoring Tool (CTAT) </li></ul><ul><li>Flash </li></ul><ul><li>Limitation: </li></ul><ul><li>Example-tracing variant of CTAT not as flexible as cognitive tutor (java-based) </li></ul>
    16. 16. Design challenges <ul><li>Original content structured for print delivery </li></ul><ul><li>No style guide/design guidelines </li></ul><ul><li>Stand-alone delivery (course and instructor independent) </li></ul><ul><li>Optimal re-usability </li></ul><ul><li>Tool limitations </li></ul>
    17. 17. Importance of design guidelines <ul><li>Systematizes and streamlines process </li></ul><ul><li>Sets standards and ensures consistency </li></ul><ul><li>Establishes levels of interactivity and appropriate use of interactivity </li></ul><ul><li>Establishes level of student support required </li></ul>
    18. 18. AU LO example <ul><li>Wrapper (minimal navigation, maximum space for learning content) </li></ul><ul><li>Learning activities </li></ul><ul><ul><li>maximum of 1-2 topics </li></ul></ul><ul><ul><li>maximum duration 30 minutes </li></ul></ul><ul><li>Optimize interactivity </li></ul><ul><li>Optimize learner control </li></ul><ul><li>Design timely, supportive feedback </li></ul>
    19. 19. Wrapper Element Region: 750 x 55 Learning Object Region: 750 x 445
    20. 20. Learning activity components <ul><li>Pre-test and pre-amble (context/rationale for topic, objectives, pre-requisites) </li></ul><ul><li>Topic: </li></ul><ul><ul><li>Concept/Definition </li></ul></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><li>Exercises </li></ul></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>Review </li></ul></ul><ul><li>Assessment </li></ul><ul><li>Glossary of terms </li></ul>
    21. 21. Module organization
    22. 22. Where we started . . . Where we ended up . . .
    23. 23. Demo of AU LO components
    24. 24. Next steps <ul><li>Consultation with the CVU ID experts </li></ul><ul><li>Ongoing production of learning objects </li></ul><ul><li>Incorporate suggestions from CVU partners and others </li></ul>
    25. 25. Any questions?

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