2.27.12 raina + carruthers seneca twt

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2.27.12 raina + carruthers seneca twt

  1. 1. TEACHING WITH TECHNOLOGY DAY : A Classroom Without Walls:Student Centered Learning in Online EnvironmentsRohini Raina and Carol Carruthers February 27, 2012
  2. 2. PRESENTATION OUTLINE Foundational Mathematics Technology Integration – Pen Based Tablet PC’s In the Classroom – Synchronous Workspace using Collaborative Interactive Software Outside Class – Asynchronous Online Spaces using Blackboard and the Internet
  3. 3. FOUNDATIONAL MATHEMATICS How was it developed? Who takes it? Teaching collaborative Technology integration Student-centered community learning
  4. 4. SYNCHRONOUS COLLABORATIVE WORKSPACE
  5. 5. ENHANCED NOTE TAKING Pen Input (no typing) Digital inking in multiple colours enhance student interest• Students don’t need to print off notes before class. Completed notes can be saved and accessed anywhereIn Microsoft Word:
  6. 6. MORE FLEXIBILITY WITHIN EACH LECTURE Lessons are can be altered by the teacher during class by adding question, removing questions and changing the lesson order All of the notes are not revealed to the students at once – students can think about the question before reading the correct answer in their notes Students can work at their own pace – don’t need to all be on the same slide/at the same place at the same time Teacher can draw on online sources during the lesson
  7. 7. SHARE CONTROL WITH THE STUDENT Teachers and students share the same online workspace Teacher can model correct methodology Student can be a temporary teacher Groups can work together more easily
  8. 8. ONLINE GROUPS SHARE A COMMON SCREEN:
  9. 9. SHARE CONTROL WITH THE STUDENTResults: Collaboration between students “…students can share answers anonymously, we can correct each other’s work.” Increased in-class discussion Students are actively engaged and participating in class “…I actually did my work and it was done right and organized which helped for studying.” Anonymous participation “I found that the shy students were more comfortable participating through the tablet and shared control in dyknow than standing up and speaking”.
  10. 10. IMMEDIATE FEEDBACK FROM STUDENTS Polling to instantly gauge student understanding Polls can be created in the moment or ahead of time. Results can be anonymous or linked to student’s name Results can be anonymously displayed in a graph Teacher can use results to highlight misconceptions and decide whether to move on or spend more time on the topic
  11. 11. POLLING USING POLLEVERYWHERE.COM http://www.polleverywhere.com/highered-student-response-system Free for instructors and up to 40 students Allows multiple choice and open-ended questions Students can respond online with a computer or Smartphone or by text. Click Here to take this poll
  12. 12. IMMEDIATE FEEDBACK FOR STUDENTS Students can instantly submit work to the teacher. The teacher can then: • Save the work and grade it later • Look at it and/or grade it on the spot to gauge student understanding • Attach it to the class notes to share it with the class Student retains a copy of the work in their notes. Teacher can return the students work at any time (including outside class hours). Marked work is automatically saved in student’s notes.
  13. 13. IMMEDIATE ANONYMOUS FEEDBACK:
  14. 14. REAL TIME ASSESSMENT:
  15. 15. ASYNCHRONOUS ONLINE SPACES: Mixed-mode (hybrid) pedagogy Teacher creates online activities Clearly defined learning outcomes Increased student responsibility Assessment strategy reflects outcomes(Constructive Alignment - John Biggs)http://www.johnbiggs.com.au/constructive_alignment.html
  16. 16. STUDENTS DESIGN QUESTIONS
  17. 17. STUDENTS DESIGN LEARNING EXPERIENCE: InterACTIVE learning http://www.mathopenref.com/ Real time response to problem solving http://www.mathsisfun.com/algebra/equation-formula.html Group competition to solve problems http://jeopardylabs.com/play/ratio-and-proportion Online worksheet generators http://www.math.com/students/worksheet/algebra_sp.htm http://www.math-aids.com/ Homework used to gauge understanding Online textbook assignments
  18. 18. STUDENTS DESIGN TEST QUESTIONS:
  19. 19. WEBQUESTS FOR MULTIPLE DISCIPLINES: Solving Algebraic Equations (Gr 6-10) http://open.senecac.on.ca/clea/webquest/view.php?id=80_1177 Music Magic http://open.senecac.on.ca/clea/webquest/view.php?id=80_1179 Science Inquiry – Biology http://open.senecac.on.ca/clea/webquest/view.php?id=80_1180 Science Inquiry 2 – Physics http://open.senecac.on.ca/clea/webquest/view.php?id=80_1183 Science Inquiry 3 – Chemistry http://open.senecac.on.ca/clea/webquest/view.php?id=80_1184 English Engaged http://open.senecac.on.ca/clea/webquest/view.php?id=80_1185
  20. 20. EXPERIENCES: Evolution in teaching methodology Learning/unlearning Shared responsibility Clear communication Aligning assessment Willingness to embrace technology
  21. 21. MORE INFORMATION: HP Technology for Teaching Grant http://www.hp.com/hpinfo/socialinnovation/us/programs/t ech_teaching/hied_global.html Seneca’s HP website/Carol’s blog http://open.senecac.on.ca/HPtabletproject/ https://teachmathwithtech.wordpress.com/ DyKnow software http://www.dyknow.com/ Student videos http://www.youtube.com/watch?v=il-k65CFqpE http://www.youtube.com/watch?v=Hd7BsEF1x6g

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