Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
Blended Learning Features within the Blackboard VLEMatthew Deeprose
We were asked to give a presentation outlining tools that may help the delivery of a new blended learning programme. These are the slides that went with our presenation.
Blended Learning Features within the Blackboard VLEMatthew Deeprose
We were asked to give a presentation outlining tools that may help the delivery of a new blended learning programme. These are the slides that went with our presenation.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Presentation by Stone Wiske at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Advantages and Disadvantages of CMS from an SEO Perspective
Benefits of Online Developmental Mathematics
1. Online Elementary Algebra
A Strategy for Student Success in
Developmental Mathematics
UCSD Ext Online Learning Practicum
Summer 2014 Sara Revesz
2. An all too familiar problem…
. . . endlessly repeating the same non-credit course . . .
The Overwhelmed Developmental Math Student
3. Challenges for Developmental Learners
Academic Challenges
• Poor study habits
• Lacking in skills
development
• Does not see value in
assignments and courses
• Feedback too little too late
Social Challenges
• Weakened community
– Alienation and social isolation
– Subject to negative peer
pressure
• Disconnected from faculty
and advisors
8. What Improves Retention and the
Average Time-to-Degree?
“The majority of factors proven to improve student retention are
related to academic goals, academic-related skills, and academic self-
confidence.”
{“Improving Student Retention and Graduation Rates,” September 2011, Hanover Research
Report}
9. How Does Math Factor In?
“Underscoring the importance of this issue, a number of
researchers and institutions have witnessed a connection
between performance in college-level mathematics and
retention and graduation.”
{N. Shulock and J. Koester. “Maximizing Resources for Student Success by
Reducing Time- and Credits-to-Degree,” July 2014.}
10. Teacher-Centered vs. Learner-Centered
{Learner-Centered Assessment on College Campuses by Huba and Freed 2000}
Teacher-centered (passive)
• Teacher’s role = information giver &
evaluator, student is learner
• Knowledge transmitted
o Lecture, Listening/Reading &
Independent Study
o Acquisition emphasized
• Goal is the right answer
• Assignments and exams for summative
purposes
• Teaching & Assessment separate
• Assessment is indirect & monitors
learning
Learner-centered (active)
• Teacher’s role = coach & facilitator, all
are learners
• Knowledge constructed
o Online, asynchronous, self-
directed/collaborative/cooperative/
Problem-based learning
o Synthesizing/Integrating emphasized
• Goal is asking better questions &
learning from errors
• Assignments for formative purposes
• Teaching & Assessment together
• Assessment is direct and promotes &
diagnosis learning
11. What Is Active Learning?
• The process of having students engage in some activity that
forces them to reflect upon ideas and how they are using
those ideas.
• Requiring students to regularly assess their own degree of
understanding and skill at handling concepts or problems in
a particular discipline.
• The attainment of knowledge by participating or
contributing.
• The process of keeping students mentally, and often
physically, active in their learning through activities that
involve them in gathering information, thinking, and
problem solving.
{The Greenwood Dictionary of Education}
12. Why Use Active Learning?
“Active learning pedagogies have been found to
provide a significant advantage over passive
approaches in terms of acquiring subject matter
knowledge and academic skills.”
• {Cf. Joel Michael, “Where's the evidence that active learning works?” Adv Physiol
Educ 30: 159–167, 2006.}
• {Derek Bok Center for Teaching and Learning Resources, Harvard University.}
13. Why Does Active Learning Work?
“Basically, active learning gets your students
to think, specifically in ways that foster learning,
knowledge construction and retention. It
invokes cognitive processes such as mental
rehearsal, metacognitive awareness, social
learning and knowledge integration.”
• {M. Prince, “Does Active Learning Work? A Review of the Research.” J. Engr.
Education, 93(3), 223-231 (2004).}
• {See more research at ablconnect (Harvard University).}
14. A Sampling of Online Tools
• LMS Content modules
• Multi-media
Videos
Slideshows
Widgets & Apps
• Blog
• Wiki
• Discussions
• Adaptive learning
software - eBook
• Virtual study rooms
• Assessment activities
16. What Will It Cost?
• Development costs = Zero $
– Developed by course instructor
– Uses existing LMS framework
• Overhead Costs = Less/Same $
– Facilitated by course instructor
– Supported by IT department
• Student Costs
– Computer
– Internet access
– Adaptive Learning Software & eBook
Today, I’d like to propose offering an online version of Elementary Algebra for our students. Using best practices in instructional design and pedagogy, an online course format is an efficient method to promote active learning. Consequently, student learning is more effective and college success measures improve.
Let me share a common scenario encountered by math instructors. That is, substantial numbers of overwhelmed developmental math students who are unsuccessful yet again. A student’s lack of success has implications for the course and college as well.
Students who struggle in developmental mathematics often share similar academic and social challenges. Common academic challenges are inconsistent study habits, gaps in content mastery, lack of engagement, and undeveloped thinking skills. Their social challenges on campus are related to a general disconnection and lack of interaction with their own classmates, course instructors, and advisory staff.
Unfortunately, for students, challenges not met can add up to more than simply failing at mathematics.
A learning community suffers when a group of students perform poorly or fail to complete the course.
Student retention rates are critically impacted by the number of students who transition between their first and second years successfully. Typically, students attempt developmental coursework early. Many students lacking success in these courses leave college. Additionally, students retaking developmental courses must push out future graduation dates, negatively affecting time-to-degree rates.
Perhaps, asking some questions and examining our findings would help us support developmental learners better.
No surprises here. Academic goals, skills, and self-confidence are the main factors affecting student success.
It appears that mathematics plays a decisive role in both measures of retention and time-to-degree. Simply stated, colleges and their students are both more successful when mathematics is taught effectively.
Once learning becomes active, an instructor can more effectively facilitate learning by: 1) creating opportunities to practice accountability for oneself and others, and 2) promoting engagement with course content and skills development.
Reflection about oneself and one’s relationship with knowledge helps a learner discover meaning in what is to be learned. Learning becomes relevant for the learner.
Active learning emphasizes development of academic-related skills and self-confidence, two broad factors that are proven to increase student retention. Participating and contributing to the learning community diminishes feelings of social isolation. Success becomes its own reward.
Research about active learning and its relationship with the way the brain learns is very promising. Harvard University has a nice repository of current research reports you should check out.
Developmental math courses can easily make use of various common online elements. The above tools can be found in most commercial Learning Management Software Suites (LMSs). Let’s examine how each of these learning tools corresponds with active learning ideals.
An online course employing best practices in pedagogy and instructional design strengthens community by improving communication and social connection. Students who practice accountability and become engaged with learning demonstrate academic success.
Current technology allows cost-effective integration of elements such as reflection, discussion, and collaboration alongside presentation of subject content and assessments in an online course’s design.
By offering students an opportunity to enroll in an online elementary algebra course, we improve student engagement and accountability, key features encouraged in an active learning environment. Student retention rates will increase and the time-to-degree rate will be reduced. I am prepared to facilitate elementary algebra in an online format for our students. Let’s open the door for our 21st century learners.