Using Tech To Engage Todays Students

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A rich digital-age math course is like a Tetris game of interlocking pieces: The LMS, Online Homework, Jing, Wolfram Alpha, Discussion Boards, Interactive Materials, Synchronous online communication, Instructor Videos, Web 2.0, and Games.

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Using Tech To Engage Todays Students

  1. 1. Using Technology to Engage<br />Games<br />Synchronous <br />online <br />communication<br />YOUR <br />videos<br />Web 2.0<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  2. 2. Using Technology to Engage Today’s Math Students<br />Maria H. Andersen<br />Muskegon Community College<br />www.teachingcollegemath.com<br />
  3. 3. where I began<br />
  4. 4.
  5. 5. computer-based learning <br />(in 1984)<br />
  6. 6.
  7. 7.
  8. 8.
  9. 9. we’ve learned many other<br />technologies along the way<br />
  10. 10.
  11. 11. MathCad and ChemCad<br />
  12. 12.
  13. 13. in grad school, I learned to<br />teach with TI calculators<br />
  14. 14.
  15. 15. fast forward to today<br />
  16. 16. teaching calculus online<br />
  17. 17.
  18. 18.
  19. 19.
  20. 20.
  21. 21.
  22. 22.
  23. 23.
  24. 24. Using Technology to Engage<br />Games<br />Synchronous <br />online <br />communication<br />YOUR <br />videos<br />Web 2.0<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  25. 25. Technology-rich courses that engage students start like this ...<br />
  26. 26.
  27. 27. and then we build a shell<br />
  28. 28.
  29. 29.
  30. 30.
  31. 31.
  32. 32.
  33. 33.
  34. 34. even though the courses might be different, the foundation is similar<br />
  35. 35.
  36. 36.
  37. 37.
  38. 38. Using Technology to Engage<br />LMS<br />
  39. 39. now we need to free up some time<br />
  40. 40.
  41. 41. Algorithmically-generated problems<br />
  42. 42.
  43. 43.
  44. 44.
  45. 45.
  46. 46.
  47. 47. Instant Feedback<br />
  48. 48.
  49. 49.
  50. 50. Video Game Culture<br />= ?<br />
  51. 51. Quest for Points<br />
  52. 52. online homework motivates students to engage in learning the content and essentially sets the course schedule<br />
  53. 53.
  54. 54. now for the confession<br />
  55. 55. [ we no longergo over homeworkin class ]<br />
  56. 56.
  57. 57.
  58. 58.
  59. 59.
  60. 60.
  61. 61.
  62. 62. Using Technology to Engage<br />Online Homework<br />LMS<br />
  63. 63. Give students a place to collaborate, discuss, and ask questions<br />
  64. 64. Math students will participate<br />in a “social” environment.<br />
  65. 65. Math students will participate<br />in a “social” environment<br />
  66. 66. Each “topic” consists<br />Of multiple posts<br />
  67. 67. Each “topic” consists<br />Of multiple posts<br />
  68. 68.
  69. 69. two secrets of<br />successful<br />discussion boards<br />
  70. 70. questions in office<br />study tips for tests<br />hints<br />email<br />questions before class<br />questions after class<br />
  71. 71. points<br />
  72. 72. Using Technology to Engage<br />Discussion<br />boards<br />Online Homework<br />LMS<br />
  73. 73. Give students tools that allow them to create and contribute<br />
  74. 74.
  75. 75. If you can get the mathematics to your computer screen, <br />you can share it.<br />
  76. 76. digital cameras<br />copiers<br /> scanners<br />
  77. 77. let’s take a look<br />
  78. 78.
  79. 79.
  80. 80.
  81. 81.
  82. 82.
  83. 83.
  84. 84.
  85. 85.
  86. 86. Students <br /> can also<br />record and share<br />short videos<br />of up to 5 minutes<br />
  87. 87. http://tinyurl.com/nkz84h<br />
  88. 88. http://tinyurl.com/mxg3a7<br />
  89. 89. http://tinyurl.com/mavmdo<br />
  90. 90.
  91. 91. Using Technology to Engage<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  92. 92. Wolfram Demonstrations<br />
  93. 93.
  94. 94.
  95. 95.
  96. 96.
  97. 97. http://demonstrations.wolfram.com/<br />
  98. 98.
  99. 99.
  100. 100.
  101. 101. http://nlvm.usu.edu/<br />
  102. 102. Textbook Interactives<br />
  103. 103. http://www.ted.com<br />TED Talks<br />
  104. 104. http://web.monroecc.edu/calcNSF/<br />
  105. 105.
  106. 106. http://tinyurl.com/7rdr33<br />
  107. 107.
  108. 108. Using Technology to Engage<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  109. 109.
  110. 110.
  111. 111.
  112. 112.
  113. 113.
  114. 114.
  115. 115.
  116. 116.
  117. 117.
  118. 118.
  119. 119.
  120. 120. Did I mention this is free?<br />
  121. 121. and on every computer<br />that has Internet access?<br />
  122. 122.
  123. 123. To see a graph of this function, go here.<br />
  124. 124.
  125. 125. Inquiry-based Learning<br />
  126. 126. You might write statements something like... <br />“When the integrals look <br /> like ______ the solutions <br /> seem to be similar in that <br /> _______ .<br />
  127. 127.
  128. 128.
  129. 129.
  130. 130.
  131. 131. Using Technology to Engage<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  132. 132. Louis<br />
  133. 133. Synchronous time can be initiated by the instructor.<br />
  134. 134. Marcus<br />Louis<br />
  135. 135.
  136. 136.
  137. 137.
  138. 138.
  139. 139. Louis<br />
  140. 140. Enter ... Marcus.<br />
  141. 141. Marcus is actually working on the same problem (page) as Louis.<br />Marcus would not have gone to the discussion board because Marcus wasn’t having any trouble with the assignment. <br />
  142. 142. Louis and Marcus can SEE that each other are there.<br />
  143. 143. What Louis sees.<br />
  144. 144. What Marcus sees.<br />
  145. 145. Louis and Marcus now have several options for communication …<br />text chat<br />audio and video chat<br />using<br />equation<br />editor<br />using<br />calculator<br />audio chat<br />taking screenshots<br />writing on screen<br />sharing<br />desktop<br />
  146. 146. Louis<br />Marcus<br />Zelda<br />
  147. 147. Using Technology to Engage<br />Synchronous <br />online <br />communication<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  148. 148. i record <br />video lessons <br />In short, bite-sized<br />“chunks”<br />
  149. 149. links to Screencast videos<br />
  150. 150. http://tinyurl.com/nj5abm<br />
  151. 151.
  152. 152. http://tinyurl.com/my6udz<br />
  153. 153. http://tinyurl.com/lcmka5<br />
  154. 154. http://tinyurl.com/mdabnb<br />
  155. 155. students teaching each other<br />http://tinyurl.com/lgt8sk<br />
  156. 156. http://tinyurl.com/ktdclr<br />
  157. 157. Using Technology to Engage<br />Synchronous <br />online <br />communication<br />YOUR <br />videos<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  158. 158.
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  170. 170.
  171. 171.
  172. 172. Using Technology to Engage<br />Synchronous <br />online <br />communication<br />YOUR <br />videos<br />Web 2.0<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  173. 173. well, if you aren’t<br />shocked yet ...<br />
  174. 174.
  175. 175.
  176. 176.
  177. 177. Using Technology to Engage<br />Games<br />Synchronous <br />online <br />communication<br />YOUR <br />videos<br />Web 2.0<br />Wolfram<br />Alpha<br />Interactive materials<br />Discussion<br />boards<br />Jing<br />Online Homework<br />LMS<br />
  178. 178. avoid the urge<br />to be an<br />academic zombie<br />
  179. 179. Signs of academic zombification<br />apathy instead of creativity<br />mindless conformity<br />“All I have to do is turn this on<br />and it does the teaching for me!”<br />
  180. 180. in the end, <br />the zombies<br />are always<br />eradicated<br />
  181. 181. how do you start?<br />
  182. 182. you start<br />
  183. 183. Questions?<br />To find this presentation...<br />www.TeachingCollegeMath.com<br />

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