Tips and Tricks Irvine Valley College 2013Fred Feldon
This document provides tips and tricks for teaching math online from Fred Feldon of Coastline Community College. It discusses why students take online classes, how success and retention rates compare to face-to-face classes, and what is different about teaching online. It also addresses questions about using a course management system versus building a course from scratch, supplementing courses with original materials, and preventing cheating in online assessments.
The Anatomy of the 21st Century Educator Simon Bates
The document discusses the anatomy of a 21st century educator and identifies key components or "body parts" that modern educators need. These include: being a bridge between educational research and teaching practice; participating in communities of practice to continuously improve teaching skills; and making use of learning technologies to scale instruction, unbundle education, and cope with disruptions. Examples are provided of flipped classrooms, open educational resources created by students, and a peer instruction system used in a physics course that increased student engagement and understanding.
The Anatomy of a 21st Century Educator Simon Bates
The document discusses the potential of technology to transform education in the 21st century. It focuses on how student-generated content through tools like PeerWise, a web-based platform where students create and review multiple choice questions, can enhance learning through peer engagement and assessment. Analysis of PeerWise data found that students participated beyond minimum requirements, their question quality improved over time, and higher participation correlated with better learning as measured by standardized tests. The tool provides a model for leveraging student creativity to support learning at scale.
Students as co-producers of learning and assessment contentSimon Bates
The document discusses students co-producing learning and assessment content through a web-based MCQ repository called PeerWise. It describes how PeerWise allows students to author and answer practice multiple choice questions on course topics. Usage of PeerWise has grown substantially since its launch in 2009. Research shows that contributing to PeerWise is correlated with improved exam performance and that question/explanation quality improves over time as students gain experience using the tool.
The 21st Century Educator - students as partners in teaching and learning Simon Bates
The document discusses using technology and student engagement to improve 21st century education. It provides an example of a case study where students created an online question repository to more deeply engage with formative assessment. This student-generated question bank grew substantially over time and analysis found it improved learning outcomes correlated with students' final exam scores. The document also discusses ensuring high-quality student-generated questions and explanations through scaffolding and rubrics.
This document discusses embedding digital technologies into the music classroom to support the new music national curriculum. It argues that digital technologies should encourage active, student-centered learning rather than just information delivery. The document then outlines what a "musical curriculum" could entail, focusing on building from student experiences and providing new, integrated, collaborative activities. Finally, it provides examples of how digital technologies can help teach key concepts from the national curriculum like practice, cultural understanding, creativity and communication.
This document summarizes considerations and options for using tablet PCs in teaching. It discusses decisions around hardware features like convertible vs slate models and note-taking apps. It provides tips for using tablet PCs like inking lectures and annotating files. Online tutorials and resources are listed for learning more. Research findings show tablet PCs can benefit student learning by providing lecture notes and supporting group work, and increase participation and success in STEM fields.
This document discusses emerging technologies including 3d printing, wearable technology, gestural computing, augmented reality, games-based learning, learner analytics, and the smart extended web. These technologies have the potential to transform education by making learning more engaging, personalized, and accessible through new interactive experiences and data insights. They also allow physical objects and digital content to be combined in new ways to enhance teaching and learning.
Tips and Tricks Irvine Valley College 2013Fred Feldon
This document provides tips and tricks for teaching math online from Fred Feldon of Coastline Community College. It discusses why students take online classes, how success and retention rates compare to face-to-face classes, and what is different about teaching online. It also addresses questions about using a course management system versus building a course from scratch, supplementing courses with original materials, and preventing cheating in online assessments.
The Anatomy of the 21st Century Educator Simon Bates
The document discusses the anatomy of a 21st century educator and identifies key components or "body parts" that modern educators need. These include: being a bridge between educational research and teaching practice; participating in communities of practice to continuously improve teaching skills; and making use of learning technologies to scale instruction, unbundle education, and cope with disruptions. Examples are provided of flipped classrooms, open educational resources created by students, and a peer instruction system used in a physics course that increased student engagement and understanding.
The Anatomy of a 21st Century Educator Simon Bates
The document discusses the potential of technology to transform education in the 21st century. It focuses on how student-generated content through tools like PeerWise, a web-based platform where students create and review multiple choice questions, can enhance learning through peer engagement and assessment. Analysis of PeerWise data found that students participated beyond minimum requirements, their question quality improved over time, and higher participation correlated with better learning as measured by standardized tests. The tool provides a model for leveraging student creativity to support learning at scale.
Students as co-producers of learning and assessment contentSimon Bates
The document discusses students co-producing learning and assessment content through a web-based MCQ repository called PeerWise. It describes how PeerWise allows students to author and answer practice multiple choice questions on course topics. Usage of PeerWise has grown substantially since its launch in 2009. Research shows that contributing to PeerWise is correlated with improved exam performance and that question/explanation quality improves over time as students gain experience using the tool.
The 21st Century Educator - students as partners in teaching and learning Simon Bates
The document discusses using technology and student engagement to improve 21st century education. It provides an example of a case study where students created an online question repository to more deeply engage with formative assessment. This student-generated question bank grew substantially over time and analysis found it improved learning outcomes correlated with students' final exam scores. The document also discusses ensuring high-quality student-generated questions and explanations through scaffolding and rubrics.
This document discusses embedding digital technologies into the music classroom to support the new music national curriculum. It argues that digital technologies should encourage active, student-centered learning rather than just information delivery. The document then outlines what a "musical curriculum" could entail, focusing on building from student experiences and providing new, integrated, collaborative activities. Finally, it provides examples of how digital technologies can help teach key concepts from the national curriculum like practice, cultural understanding, creativity and communication.
This document summarizes considerations and options for using tablet PCs in teaching. It discusses decisions around hardware features like convertible vs slate models and note-taking apps. It provides tips for using tablet PCs like inking lectures and annotating files. Online tutorials and resources are listed for learning more. Research findings show tablet PCs can benefit student learning by providing lecture notes and supporting group work, and increase participation and success in STEM fields.
This document discusses emerging technologies including 3d printing, wearable technology, gestural computing, augmented reality, games-based learning, learner analytics, and the smart extended web. These technologies have the potential to transform education by making learning more engaging, personalized, and accessible through new interactive experiences and data insights. They also allow physical objects and digital content to be combined in new ways to enhance teaching and learning.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
This document discusses the author's views on improving the teaching of mathematics to engineering students. The author observes that current students have poor mathematical understanding and problem-solving abilities. He believes teaching should use more real-world engineering examples to help students relate mathematics to their field. The author also provides several potential live examples from areas like image processing, coding, and biomechanics that could help elucidate mathematical concepts for students. Overall, the document focuses on how to enhance mathematics education for engineers by incorporating practical applications.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
SWATI GHANSELA
Critical Understanding of ICT
Principles of Planning
DATA
USES OF DATA
SOURCES OF DATA
MULTIMEDIA LESSON PLAN
DIGITAL STORY
LESSON PLAN
Merits of lesson plan
Demerits of lesson plan
Characteristic of a Good Lesson Plan
ALGEBRAIC EQUATIONS
Linear Equation in one variable
DISCUSSION FORUM
SOCIAL NETWORKING PLATFORMS
BLOG
USES OF BLOG
PEER EVALUATION
Delivering on-demand knowledge to your workforce is essential to aid their productivity.
In this presentation we explore how modern technology is altering how people think and what we as instructional designers can do to engage learners.
This is a copy of the presentation given by Dr Adam Chester at Training With Technology 2014.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
This document provides an overview of a statistics course. It outlines the different statistics courses offered at Harvard, the course goals and structure, and an introduction to key statistical concepts. The course aims to teach students descriptive statistics, probability, and statistical inference through examples from various fields. It will use lectures, sections, homework assignments, exams, and a group project to help students learn to appropriately analyze data and make valid inferences.
Classroom Renovation - Rethinking your Classroom through TechnologyKim Caise
This presentation features ways to use the design thinking process to redesign your classroom curriculum via global projects and using cell phones as instructional tools in the classroom.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
How to succeed in the au reu program qin -editedbiazsaa
This document provides advice on how to succeed in the AU REU (Research Experiences for Undergraduates) program. It outlines 10 key pieces of advice: 1) manage yourself through goal-setting and time management, 2) develop intellectual discipline through thinking, reading, and evaluating, 3) be proactive, 4) learn to communicate well, 5) develop an intellectual community, 6) network, 7) choose a good research problem, 8) understand the faculty, 9) study successful people in your field, and 10) make time for life outside of research. The document emphasizes choosing a research problem that is appropriately challenging and provides links to additional resources on graduate school and research.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document contains information about Professor Marino's IT 100 course. It includes the course meeting time and location, information about the professor, contact details, the course syllabus and schedule, important dates, grading policies, and tips for succeeding in the course. The document provides an overview of the topics that will be covered, including computer concepts, Word, Excel, Access, PowerPoint, and computer security. It also discusses the required materials, homework assignments, and exams.
This document provides an overview and agenda for a webinar on the Common Core Georgia Performance Standards (CCGPS) Mathematics for second grade, unit 1 on extending base ten understanding. The webinar will begin at 3:15 pm and participants are instructed to configure their audio and download any documents. The session will focus on the specific grade level and unit, discuss the big ideas and enduring understandings, and provide resources and strategies for teaching the content. A list of resources will be shared and feedback from participants is requested to help improve future unit-by-unit webinars.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
This document discusses the author's views on improving the teaching of mathematics to engineering students. The author observes that current students have poor mathematical understanding and problem-solving abilities. He believes teaching should use more real-world engineering examples to help students relate mathematics to their field. The author also provides several potential live examples from areas like image processing, coding, and biomechanics that could help elucidate mathematical concepts for students. Overall, the document focuses on how to enhance mathematics education for engineers by incorporating practical applications.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
SWATI GHANSELA
Critical Understanding of ICT
Principles of Planning
DATA
USES OF DATA
SOURCES OF DATA
MULTIMEDIA LESSON PLAN
DIGITAL STORY
LESSON PLAN
Merits of lesson plan
Demerits of lesson plan
Characteristic of a Good Lesson Plan
ALGEBRAIC EQUATIONS
Linear Equation in one variable
DISCUSSION FORUM
SOCIAL NETWORKING PLATFORMS
BLOG
USES OF BLOG
PEER EVALUATION
Delivering on-demand knowledge to your workforce is essential to aid their productivity.
In this presentation we explore how modern technology is altering how people think and what we as instructional designers can do to engage learners.
This is a copy of the presentation given by Dr Adam Chester at Training With Technology 2014.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
This document provides an overview of a statistics course. It outlines the different statistics courses offered at Harvard, the course goals and structure, and an introduction to key statistical concepts. The course aims to teach students descriptive statistics, probability, and statistical inference through examples from various fields. It will use lectures, sections, homework assignments, exams, and a group project to help students learn to appropriately analyze data and make valid inferences.
Classroom Renovation - Rethinking your Classroom through TechnologyKim Caise
This presentation features ways to use the design thinking process to redesign your classroom curriculum via global projects and using cell phones as instructional tools in the classroom.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.
This webinar provided an overview of the 4th grade CCGPS mathematics unit on whole numbers, place value, and rounding in computation. The big idea of the unit is to deepen understanding of place value and its usefulness in estimation and computation. Resources were shared for exploring strategies for teaching key concepts like multi-digit multiplication and comparing fractions. Feedback was requested to help improve future unit-by-unit webinars. Participants were also encouraged to join a wiki for ongoing discussion of CCGPS mathematics.
How to succeed in the au reu program qin -editedbiazsaa
This document provides advice on how to succeed in the AU REU (Research Experiences for Undergraduates) program. It outlines 10 key pieces of advice: 1) manage yourself through goal-setting and time management, 2) develop intellectual discipline through thinking, reading, and evaluating, 3) be proactive, 4) learn to communicate well, 5) develop an intellectual community, 6) network, 7) choose a good research problem, 8) understand the faculty, 9) study successful people in your field, and 10) make time for life outside of research. The document emphasizes choosing a research problem that is appropriately challenging and provides links to additional resources on graduate school and research.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document contains information about Professor Marino's IT 100 course. It includes the course meeting time and location, information about the professor, contact details, the course syllabus and schedule, important dates, grading policies, and tips for succeeding in the course. The document provides an overview of the topics that will be covered, including computer concepts, Word, Excel, Access, PowerPoint, and computer security. It also discusses the required materials, homework assignments, and exams.
This document provides an overview and agenda for a webinar on the Common Core Georgia Performance Standards (CCGPS) Mathematics for second grade, unit 1 on extending base ten understanding. The webinar will begin at 3:15 pm and participants are instructed to configure their audio and download any documents. The session will focus on the specific grade level and unit, discuss the big ideas and enduring understandings, and provide resources and strategies for teaching the content. A list of resources will be shared and feedback from participants is requested to help improve future unit-by-unit webinars.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
2nd That Emotion_Support for the Affective DomainFred Feldon
44th Annual Conference at Disney's Coronado Springs Resort Orlando FL November 16 2018 Friday evening Ignite event. What is the "affective domain" and why is it so important for success in a math class.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
Fullerton College RSI Workshop Summer 2018Fred Feldon
This presentation discusses the importance of regular and substantive interaction (RSI) in online courses, as required by the Department of Education. It defines RSI as instructor-initiated interaction that is weekly, academic rather than administrative, and includes activities like discussion boards and video conferences that require student-teacher and student-student engagement. The presentation provides resources for developing good questions to encourage discussion and meets RSI guidelines, as federal funding depends on online courses meeting these standards.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
End the Didactic Contract - KYMATYC Ignite EventFred Feldon
Students want help; they feel they can't learn themselves or they don't want to. Teachers want to help. But helping too much removes the cognitive demand.
This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
RSI: What Is It? And Why Does the DOE Care About It?Fred Feldon
This document contains the slides from a presentation given at the CMC3-South 2016 and 2017 Annual Spring Conferences. The presentation discusses topics such as RSI and why the DOE cares about it, examples of student electrodermal activity, quotes about teaching and learning, caveats about educational reforms, questions about online classes, definitions of terms from DOE regulations regarding distance education, ideas for promoting interaction and discussion in online courses, and sources of non-routine math problems. The presentation provides an overview of issues relevant to online education and strategies for engaging students in online courses.
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.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. Tips and Tricks for
Teaching Math Online
By Fred Feldon
Coastline Community College
Fountain Valley, CA
November 16, 2010
2. Hello, and
Welcome!
• Coastline is one of 3 colleges in the District
• We focus on the nontraditional students
and methods of instruction
• 84% of the math department is enrolled
online
6. • Why Do Students Take Classes Online?
• What Are the Success and Retention
Rates?
• What’s Different About Teaching Online?
• How Much Time Does It Take?
• Should I Use a Course Management
System (CMS) or Start From “Scratch”?
• How Do You Pick a CMS?
You’ve Got Questions…
7. • If You “Build It” Will They Come?
• How Do You Retain Students?
• How Do You Create a Community of
Learners?
• How Do You Supplement the Course With
Your Own Material?
• How Do You Keep Students From
Cheating?
Questions… (Con’t)
8. Why Do Students Take Classes
Online?
• Students self-select into online courses
• Survey says:
– I enrolled in this class because it was closed at
Coastline. Agree: 7%
– I enrolled in this class because it was closed at
another college. Agree: 2%
– I enrolled because I wanted an online course. Agree:
86%
(Source: Survey of Fall 2005 Coastline College DL students)
9. What Are the Success and Retention
Rates?
• About the same as face-to-face classes
10.
11. What Are the Success and Retention
Rates?
• About the same as face-to-face classes
• Why?
– Students who are highly motivated and have the right
skills self-select into class
– Online format fosters more independent learning
– Instructor gives more attention to some students who
might otherwise be ignored
– Students schedule study time with less distractions,
greater concentration
– Students study and interact with anyone rather than just
who they sit next to in class
12. What’s Different About Teaching
Online?
CON:
• There’s a learning curve
• Probably more time-consuming
• You see less students face-to-face
• Number of e-mails increases
• More work must be done up-front
• You become “addicted” to the computer
13.
14. What’s Different About Teaching
Online? (Con’t)
PRO:
• Increased flexibility
• Travel to and teach from any location
• Feeling of community is possible!!
• Equally rewarding and enjoyable
• Number of students you can reach individually
increases
• Students can collaborate easier
• Students can be asked to do more on their own--
the role of authority is more spread out
15. What’s Different About Teaching
Online? (Con’t)
PRO (Con’t):
• Assessments (such as homework & quizzes) can
be automatically graded, saving time
• Changes to your course “on the fly” are possible
• You have time to think and research before
answering questions
• Students are expecting more technology
• Number of voicemails decreases
• Supplemental and enrichment material can be
more timely--and look better too (see following
examples)
16.
17. Answer:
1st Star No. 1
2nd Star No. 4 + 4(1) = 8
3rd Star No. 9 + 4(3) = 21
4th Star No. 16 + 4(6) = 40
5th Star No. 25 + 4(10) = 55
20th Star No. 400 + 4(190) = 1,160
nth Star No. n2 + 4[n(n - 1)/2] = 3n2 - 2n
5th Square No.
4th Triangular No.
n th Square No.
n -1 Triangular No.
18. A Fly in the Room
Two walls and the ceiling of a room meet at right
angles at point P. A fly is in the air one foot from one
wall, eight feet from the other wall, and nine feet from
point P. How many feet is the fly from the ceiling?
19. Answer
A 3-dimensional box with the
point P in one corner and the
fly in another is shown. Use
the Pythagorean Theorem first
to get the diagonal on the
bottom, then again to get the
distance x to the ceiling. The
answer is 4 feet.
20. Arc To Area
The arc below has a measure of 40 degrees, and its endpoints
are at (1,5) and (5,3). Find the area of the circle that contains the
arc.
21. Answer
To find the answer you don’t need to know where the center is, you
just have to find the radius. Draw a picture, put a point about where
the center might be, draw a triangle, label everything you know and go
from there.
You can use the Law of Sines or split
the triangle in two (a 20-90-70 triangle)
and use trig to get the length of the
radius, about 6.5382, so the area of the
circle is about 134.28 square units.
22. Mathematical Misfit
Which fits best: a square peg in a round hole, or
a round peg in a square hole?
To be more precise, if you take a circle and fit it
just inside a square, or take a square and fit it
just inside a circle, which fills up proportionally
the most space?
23. Answer: Take a Square whose side = 1 unit, and a
circle which just fits inside. Area of Circle/Area of
Square = (1/2)2 / 1 = /4 = 0.785.
Take a Circle whose diameter = 1 unit, and a square
which just fits inside. Area of Square/Area of Circle =
(1/ )2 / ( (1/2)2) = 2/ = 0.637.
Since /4 > 2/ , the round peg fills up proportionally
more space and therefore fits better in the square hole
than the square peg fits in the round hole!
2
24. The Shrinking Watermelon
Yesterday you bought a huge 100-pound watermelon
that was 90% water. You left it outside in the hot sun.
Some of the water evaporated, so it is now 80%
water. How much does it weigh now?
25. Answer
The 10 pounds of fruit that didn’t
evaporate is still there. That now
must represent 20%, or one-fifth, of
the shrunken watermelon. So the
watermelon must weigh 50 pounds.
26. From Images of Mathematicians on Postage Stamps: The
Impossible Figures of Oscar Reutersvard, Sweden, 1982
27. How Much Time Does It Take?
• Equal to or more than face-to-face
classes
• To minimize that:
– Don’t “reinvent the wheel.” Use a Course
Management System (CMS)
– Share online material with other faculty in
your department
– Discourage the use of e-mail; encourage
use of the discussion board
28. How Much Time Does It Take?
– Respond to e-mails with, “That’s a good
question. Could you do me a favor? Other
students may be wondering the same thing.
Could you please post your question on the
Discussion Board? I promise to reply right away.
Thanks!” Then do so.
– Prioritize student contact and your time as
follows:
(1) Discussion Board
(2) E-mail
(3) Voicemail
29. Should I Start From
“Scratch” or Use a Course
Management System (CMS)?
• Absolutely! Available FREE from a
variety of publishers pre-loaded with
textbook-specific content and
numerous features. Here’s what to
look for:
30. How Do You Pick a CMS?
1. Internet-based, available from any computer
2. Easy to register for, easy to use
3. Textbook-specific instructional material including
videos, interactive exercises and tutorials
4. Algorithmic assessments that can also be printed
out in hard-copy
5. Gradebook with full edit/import/export capabilities
6. Communication features including e-mail to all or
select students, live chat, and asynchronous,
threaded discussion
31. How Do You Pick a CMS? (Con’t)
7. Attractive design
8. Flexibility
- Works right “out of the box” plus allows for extensive
customization, enhancement, and modification
- Works in a variety of instructional modes including online,
traditional classroom, and hybrid environments
9. Tech support included free, by e-mail and phone
10. Parent corporation welcomes input and provides
frequent updates and improvements
11. Free to students, free to instructors, free to the
college, with purchase of a textbook; or access is
available separately
32. If You Build It, Will They Come?
How Do You Retain Students?
How Do You Create a Community of
Learners?
• Your participation is key
• Students will “follow your lead”
• Require a Student Bio be posted the first week
• Discourage other forms of communication and
focus on the Discussion Board
• Visit Discussion Board every day, before you
open your e-mail, before you check voicemail
• Thank students by name, acknowledge their
involvement, make every message positive
33. Building a Community of Learners
(Con’t)
• Post items that invite and encourage students to
visit the Discussion Board:
– Extra Credit problems “first-come, first-served”
– Require students to explain their thinking
– Hints to succeed in the class, “hot tips” for exams
– Current articles or other items of interest (see examples)
– Comics and cartoons (see examples)
– Helpful links such as:
• How To Type Math On a Keyboard
http://mathforum.org/dr.math/faq/faq.typing.math.html
34. Building a Community of Learners
(Con’t)
• Graphing Calculator Instructions
http://www.youtube.com/watch?v=IdmZ5pd4BDo
http://www.prenhall.com/divisions/esm/app/calculator/
• Online Netiquette
http://www.onlinenetiquette.com/netiquette_101.html
• Biographies of Famous Mathematicians
http://www-history.mcs.st-and.ac.uk/history
• MathWorld
http://mathworld.wolfram.com
• Math Reference Tables
http://www.math2.org
• Music and Math
http://www.mindinstitute.net/MIND3/mozart/mozart.php
35. Building a Community of Learners
(Con’t)
• OnLineConversion.com
http://www.onlineconversion.com
• Algebra Review
http://www.purplemath.com
http://www.mathtv.com
http://www.khanacademy.org
• Dealing with Math Anxiety
http://www.academicsuccess.com
http://amzn.to/aVtqHi
• Computational Knowledge Engine
http://www.wolframalpha.com
37. Recent Time
magazine article:
Subjects in an
experiment did
math problems and
made fewer errors
with a pet in the
room, compared to
with their friends,
their spouse, or
alone!
39. Building a Community of Learners
(Con’t)
• “Reach Out” at regular intervals
– Send e-mail to all students 1-2 weeks after semester
begins
– Send e-mail 1-2 weeks later, to students with little or no
activity, asking how you can help
– Send e-mail before the Midterm, with study suggestions
and wishing them luck
– Post “Tips for the Midterm” on the Discussion Board
(e.g. discuss the most frequently-missed problem from
last semester)
– Send e-mail before drop deadline encouraging catch-up
or suggesting withdrawal
40. Building a Community of Learners
(Con’t)
• Be flexible
– Have a schedule students should follow, but allow full
credit for quizzes and homework (algorithmic), no
matter when they’re done
– Have several different forms (I have 6) of the Midterm
and Final for flexibility
– Expect and allow some students to get a late start
– Expect and allow some students to finish late (give
them an “F” then change their grade later)
41. Building a Community of Learners
(Con’t)
• Encourage student-to-student interaction
– Form groups
– Homogeneous or random?
– Assign peer-evaluated projects or papers
– Praise students for helping each other (public
acknowledgement on the Discussion Board or privately
in an e-mail)
– Choose a student or group of students to be in the “hot
seat” for a question (students need to learn how to
explain their thinking, justify an answer, and com-
municate mathematically)
42. Supplement the Course With
Your Own Material
• Some suggested products:
– Screen capture programs like Camtasia and SnagIt at
www.techsmith.com or ScreenWatch at www .screenwatch.com
– Movie-making software from Visual Communicator at
www.seriousmagic .com
– Smart boards and tablets from Smart Technologies at www2
.smarttech.com and
– The io2 Digital Pen at www.logitech.com
– Create a video in your college studio or a Podcast from home
– Use a Tablet PC to “ink” your lectures and review sessions
– Microsoft PowerPoint or Movie Maker plus a webcam, digital
video cam, or your digital still camera and a microphone
– Web conferencing technology like WebEx or GoToMeeting or
CCCConfer (in California)
43. Supplement the Course With
Your Own Material (Con’t)
• Tablet PCs available from Toshiba, Fujitsu, HP,
Gateway, and others
• I use a “pure slate” Tablet from www.motioncomputing
.com
44. Supplement the Course With
Your Own Material (Con’t)
Solve problem and show your work then print to PDF and attach
the file to Discussion Board message, e-mail to students, or
post to course Website:
45.
46.
47.
48. Supplement the Course With
Your Own Material (Con’t)
See actual video at:
http://www.youtube.com/watch?v=IdmZ5pd4BDo
49. Supplement the Course With
Your Own Material (Con’t)
The presenter created a video showing students how to use
MyMathLab to be successful in the course
See actual video at:
http://dl.coastline.edu/classes/internet/math100/mymathlab.asx
50. Supplement the Course With
Your Own Material (Con’t)
Instructor-created video on curve fitting and regression
analysis
See actual video at:
http://www.coastline.edu/departments.cfm?LinkID=890
51. How Do You Keep Students
From Cheating?
• Make online assessments like quizzes and
homework worth a small part of their grade
• Quizzes and homework are algorithmic
• Add Projects for part of their grade
– Students in one class watch the PBS Life By the
Numbers series featuring Danny Glover and write a
2-3 page paper
– Another course (Math for Elementary Teachers) visits
K-8 classrooms to observe, to deliver a math lesson;
each student writes a report that the entire class
reads and discusses.
52. How Do You Keep Students
From Cheating? (Con’t)
• Midterm and Final Exams are open-ended, free-
response and worth a total of 60-70% of their
grade; ID is checked
• Have multiple versions (I have 6 different forms
of the Midterm and Final each)
• Require students to show work on test
• Anecdotal evidence: student work is authentic
– Scores for online work matches scores on Midterm
and Final taken with me or by Proctors who check ID
53. Thank You!
Fred Feldon
Math Department Chair
Coastline Community College
ffeldon@coastline.edu
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Liberal Arts Math