This document discusses the integration of technology into foundational mathematics courses at Seneca College between 2008-2012. It describes how tablet PCs and DyKnow software were used to enable collaborative and synchronous learning. Students were able to work through problems in real-time and provide anonymous feedback. This transitioned learning from a teacher-driven model to a more student-centered approach with active participation and responsibility for pre-class assignments. WebQuests were also created for use across multiple disciplines.

1. ADVANCING LEARNING: CONNECTING THE DOTS
Hybrid Mode:
Blending Synchronous
and Asynchronous
Student-Centered Learning
Carol Carruthers
May 24, 2012

2. FOUNDATIONAL MATHEMATICS
 Why was it developed? Who takes it?
 Teaching collaborative
 Technology integration
 Student-centered community learning

3. TECHNOLOGY INTEGRATION 2008:
 Hewlett Packard Higher Education Technology
for Teaching Grant - 21 tablet PC „s for Applied
Science Technology Program (Math/Science)
 DyKnow Vision licenses
(FASET/ACS/grant/contest)
http://www.dyknow.com/
Project Goals:
1) Potential for engagement and retention of students
2) Enhancing student learning and concept application
3) Demonstration of teaching strategy to other educators

4. TECHNOLOGY INTEGRATION 2010:
 Wireless/Mobile 40 Tablet PC lab
 DyKnow Vision
 Shared by FASET (Foundational Math/AST)
& ELS (Remedial English)
Project Goals:
1) Effectiveness in a larger class size
2) Reproducibility
3) Multi-discipline application

5. TECHNOLOGY INTEGRATION 2012:
 2011 A third 20 seat tablet lab at another
campus
 Foundational math in mixed-mode (hybrid)
 Tablets on the move
 Screen casting math group (Technology,
Business, Health Sciences, Learning Centers)
 CAATtablet group – six Ontario Colleges
investigating pen/touch computing

6. THE CONTINUUM:
With Technology Integration as the Catalyst
Teacher Driven Student Lead
Passive Learning Active Learning
Asynchronous Synchronous
(LMS/Internet) (Pen-based
Computing/Dyknow)

7. SYNCHRONOUS COLLABORATIVE WORKSPACE

8. PEN-BASED COMPUTING (TABLET PC)
 Stylus input – like pencil on paper (no typing)
 Annotations focus learners on key concepts
 Visual learners can diagram ideas
 Notes saved and accessed anytime/anywhere

9. STUDENT PEN-BASED/TYPED EXPERIENCE :

10. SYNCHRONOUS COLLABORATIVE WORKSPACE
 Parallel solution methodology
 Shared teaching responsibility
 Insert a poll to gauge student understanding
 Online groups share a common screen

11. COLLABORATION - PARALLEL SOLUTIONS:

12. REALTIME FEEDBACK/ASSESSMENT:
 Request status
 Students submit panels
 Students „chat‟ a question

13. SUBMIT PANELS:

14. SURVEY RESPONSES:
 student(s) becomes temporary teacher
“…students can share answers anonymously, we can
correct each other’s work.”
 modeling methodology
“... It influences you because you’re seeing not only your
answers but others own at well and it enables you to
discuss different methods of solving problems.”
 students actively engaged/participating in class
“…I actually did my work and it was done right and
organized which helped for studying.”
 anonymous response
“I found that the shy students were more comfortable
participating through the tablet and shared control in
dyknow than standing up and speaking”.

15. STUDENT REFLECTION:

16. THE TRANSITION: GREATER STUDENT RESPONSIBILITY
 Online textbook lacked interaction
 Supplementing notes with applets and links
 Web Quest organization
 Flipped Classroom practice
 Screen Casting with SeneMA videos
 Pre-Class Assignments

17. WEBQUESTS FOR MULTIPLE DISCIPLINES:
 Solving Algebraic Equations
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

18. HYBRID - ASYNCHRONOUS ONLINE SPACES:
 Mixed-mode (hybrid) pedagogy
 Teacher created online activities
 Clearly defined learning outcomes
 Increased student responsibility
 Assessment strategy reflects outcomes
 Format? Work in progress…

19. 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

20. STUDENTS DESIGN QUESTIONS

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