Seneca faculty forums april 30, 2013 - carol carruthers

FIELDS EDUCATIONAL FORUM:

Learning On a Continuum

Carol Carruthers

Nicole Samuel (student opinion)

April 30, 2013

TRADITIONAL LECTURE:

APPLIED SCIENCE AND TECHNOLOGY (AST):

Providing a strong foundation in mathematics, science, technology and communicationhttp://www.senecac.on.ca/fulltime/AST.html

TECHNOLOGY INTEGRATION 2008:

Hewlett Packard Higher Education Technology for Teaching Grant - 21 tablet PC ‘s

DyKnow Vision software

(FASET/ACS/grant/contest)

Project Goals - AST math/science:1) Potential for engagement and retention of students

2) Enhancing student learning and concept application

3) Demonstration of teaching strategy to other educators

FOUNDATIONS FOR TECHNICAL MATHEMATICS (FTM)

College Mathematics Project (CMP) http://collegemathproject.senecac.on.ca/cmp/en/index.php

Teaching collaborative/Technology integration Student-centered learning community

TECHNOLOGY INTEGRATION 2010:

Wireless/Mobile 40 Tablet PC lab DyKnow Vision software Shared by FTM, AST & ELS (Remedial English)

Project Goals (FTM):1) Effectiveness in a larger class size

2) Reproducibility

3) Multi-discipline application

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

STUDENT PEN-BASED/TYPED EXPERIENCE :

SYNCHRONOUS COLLABORATIVE WORKSPACE

LEARNING EXPERIENCE:

QUESTION: The pen based tablet PC and DyKnow software …

Agree Disagree

helped me to pay more attention in class 65% 35%

helped me to participate in class discussion 72% 28%

improved my interaction in class by having the ability to “share control” to display my work

71% 29%

changed the way I approach learning 65% 35%

“class is more fun than the traditional math class room, math is usually very boring, students interact more often, there is more teamwork and student involvement in the lesson”.

PARALLEL SOLUTIONS:

COLLABORATIVE LEARNING EXPERIENCE:

“helped to include everyone … instead of a few people doing some examples in front of the class”

“…No one is judging”, “…many times students are shy askin or showin their work…using this technology minimises such stress…”,

“It allows me to participate without being embarrassed giving the wrong answer.”

WORK IN GROUPS:

PERFORMANCE:

QUESTION: The pen based tablet PC and DyKnow software …

Agree Disagree

helped to improve my understanding by being able to submit panels and get instructor feedback

74% 26%

helped me to improve my performance/grades in this class 61% 39%

“I liked that we can submit work to the instructor to check”

“made my self-esteem go high”

“participating in class made my mark go up”

“Its makes everyone understand …and learn from each other”

SUBMIT PANELS:

LEARNING TRANSITION:

Learning theory

http://www.qotfc.edu.au/resource/?page=65375

Increased use of the Web - learning objects

Interactive/collaborative software

Pre-class assignments to Flipped classroom

Mixed (Hybrid) mode

MathCasts – students teach

HYBRID (MIXED MODE):

STUDENTS DESIGN LEARNING EXPERIENCE:

InterACTIVE learninghttp://www.mathopenref.com/

Real time response to problem solvinghttp://www.mathsisfun.com/algebra/equation-formula.html

Group competition to solve problemshttp://jeopardylabs.com/play/ratio-and-proportion

Online worksheet generatorshttp://www.math.com/students/worksheet/algebra_sp.htm

http://www.math-aids.com/

STUDENTS DESIGN QUESTIONS:

With Technology Integration as the Catalyst

Teacher DrivenStudent Led

Passive LearningActive Learning

AsynchronousSynchronous

(LMS/Internet)(Pen-based

Computing/Dyknow)

THE CONTINUUM:

THANK YOU AND MORE INFORMATION:

Email: [email protected] Seneca’s HP website/Carol’s blog

http://open.senecac.on.ca/HPtabletproject/https://teachmathwithtech.wordpress.com/

DyKnow softwarehttp://www.dyknow.com/

Student videoshttp://www.youtube.com/watch?v=il-k65CFqpEhttp://www.youtube.com/watch?v=Hd7BsEF1x6g

Seneca Mathcasts http://senecamathcasts.wordpress.com/

COPY OF SLIDES: