The document discusses the design and delivery of online math courses. It describes a session given by two Educational Project Managers from Open School BC on how to personalize online math courses, activate prior knowledge, appeal to multiple learning styles, foster community and collaboration, establish communication, deliver and assess assignments, and ensure academic honesty in online assessments. Attendees participated in a question and answer format to discuss these topics.

1. Online Math Design and Delivery Where are you from? Christina Teskey Jennifer Riddel Open School BC

2. Introductions Jennifer Riddel Educational Project Manager K-12 science/math focus Christina (Chris) Teskey Educational Project Manager K-12 math focus

3. Introductions Which best describes your teaching environment? A. DL using mostly online resources B. DL using mostly print-based resources C. classroom D. other DL = Distributed Learning = Distance Education

4. Introductions For DL teachers, which resources do you use? A. design my own materials B. use commercially-available packaged resources (such as Open School) C. use a textbook and/or other support materials D. other DL = Distributed Learning = Distance Education

6. Our Plan Design Personalizing the course Activating prior knowledge Appealing to multiple learning styles Fostering community and collaboration Delivery Establishing and maintaining communication Delivering and receiving assignments Assessing students

7. Design

8. Personalizing the course Which statement do you most agree with? A. Online courses should be written in a formal style. B. Online courses should be written in a friendly, conversational style. Design

9. Personalizing the course Conversational language and reading level Design

10. Personalizing the course Which statement do you most agree with? A. Including a virtual coach in an online course engages learners and facilitates learning. B. Including a virtual coach in an online course distracts learners and detracts from the course material. Design

11. Personalizing the course Virtual coaches Jennifer Jeff Design

12. Activating prior knowledge How do you activate prior knowledge in an online math course? A. I include a warm-up activity for each lesson. B. Students are asked to write what they know about a topic at the beginning of each lesson. C. Students are provided with a graphic advance organizer at the start of each lesson. D. other Design

13. Activating prior knowledge Design

14. Activating prior knowledge Design

15. Appealing to multiple learning styles How do you appeal to multiple learning styles in your online math courses? A. I provide hands-on activities B. I provide access to audio/video/flash media pieces C. I provide access to interactive web-based activities D. other Design

17. Exploratory

18. Instruction/practiceDesign

19. Appealing to multiple learning styles Visual learners Design

20. Appealing to multiple learning styles Auditory learners Multimedia with audio Demonstration and solutions videos Design

21. Appealing to multiple learning styles Kinaesthetic learners Design

22. Appealing to multiple learning styles Where do you get media for your online math courses? A. The commercial course I use includes media B. I link to external websites (media created and shared by others) C. I create my own media D. other Design

23. Fostering community and collaboration How do you incorporate opportunities for discussion and collaboration into the design of your course? A. I schedule regular class meetings at the beginning of the course B. I include collaborative projects in my course materials C. I schedule regular asynchronous discussions at the beginning of the course D. other Design

24. Fostering community and collaboration Discussions One way to think about integers is going up and down a flight of stairs. +3 means go up three stairs. -3 means go down three stairs. Can you think of another way to think about integers? Post your answer in the discussion forum and comment on at least two other posts. If possible, find or take photos of objects or situations that could demonstrate integers and post these in the discussion forum as well. Design

25. Delivery

26. Establishing and maintaining communication How do you encourage student-student interaction? A. through a discussion forum B. through social media tools (Facebook, Twitter, MySpace, etc.) C. By having students work collaboratively on assignments or projects D. other Delivery

27. Establishing and maintaining communication How do you encourage student-teacher interaction? A. through a discussion forum B. through social media C. through formal online class meetings (i.e. Elluminate) D. through email/other Delivery

28. Delivering and receiving assignments How do your online students submit assignments? A. completely online B. done on paper, scanned and emailed or mailed to teacher C. blend of online and paper-based assignments D. other Delivery

29. Assessing students Projects and tests Do you include collaborative projects in your online math course? A. yes B. no C. sometimes/depends D. other Delivery

30. Assessing students Projects and tests How do your online students write tests? A. online B. pen and paper at home (test received by download or email) C. pen and paper at a testing center D. other Delivery

31. Assessing students Projects and tests How do you ensure student honesty in testing? A. invigilators B. testing centres C. leave to student and home facilitator D. other Delivery

32. Wrap-up

33. References Barbour, M. K. (2007). Principles of effective web-based content for secondary school students: Teacher and developer perceptions. Journal of Distance Education, 21(3), 93-114. Clark, R.C., and Mayer, R.E. (2003). e-Learning and the Science of Instruction. San Francisco: John Wiley and Sons, Ltd. Engelbrecht, J. and Harding, A. (2004). Combining online and paper-based assessment in a web-based course in undergraduate mathematics. Journal of Computers in Mathematics and Science Teaching. 23(3), 217-231. Hughes, J.E., McLeod, S. Brown, R., Maeda, Y., & Choi, J. (2007). Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms. The American Journal of Distance Education, 21(4), 199–214. McNeill, J. (n.d.) Tessellation tutorial. [online demonstration] http://jimmcneill.com/ Reeves, S., Vangalis, M. Vevera, L. Jensen, V. & Gillan, K.J. (Cathy Cavanaugh and Robert L. Blomeyer, eds.) (2007). Teaching and Learning Mathematics Online: How Florida Virtual School Builds Community through Established Practices. [Chapter 5.] What Works in K-12 online learning. Eugene, OR: International Society for Technology in Education. Smith, G.G, and Ferguson, D. (2004). Diagrams and math notation in e-learning: growing pains of a new generation. International Journal of Mathematical Education in Science and Technology, 35(5), 681–695.

34. Online Math Design and Delivery Thank you for attending our session! Christina (Chris) Teskey Educational Project Manager Chris.Teskey@gov.bc.ca 250-356-5810 Jennifer Riddel Educational Project Manager Jennifer.Riddel@gov.bc.ca 250-356-1971 Open School BC