TEACHING WITH TECHNOLOGY DAY :

A Classroom Without Walls:

Student Centered Learning in Online Environments

Rohini Raina and Carol CarruthersFebruary 27, 2012

PRESENTATION OUTLINE

Foundational Mathematics

Technology Integration – Pen Based Tablet PC’s

In the Classroom – Synchronous Workspace using Collaborative Interactive Software

Outside Class – Asynchronous Online Spaces using Blackboard and the Internet

FOUNDATIONAL MATHEMATICS

How was it developed? Who takes it? Teaching collaborative Technology integration Student-centered community learning

SYNCHRONOUS COLLABORATIVE WORKSPACE

ENHANCED NOTE TAKING

Pen Input (no typing) Digital inking in multiple colours enhance

student interest• Students don’t need to print off notes before class.

Completed notes can be saved and accessed anywhere

In Microsoft

Word:

MORE FLEXIBILITY WITHIN EACH LECTURE

Lessons are can be altered by the teacher during class by adding question, removing questions and changing the lesson order

All of the notes are not revealed to the students at once – students can think about the question before reading the correct answer in their notes

Students can work at their own pace – don’t need to all be on the same slide/at the same place at the same time

Teacher can draw on online sources during the lesson

SHARE CONTROL WITH THE STUDENT

Teachers and students share the same online workspace Teacher can model correct methodology Student can be a temporary teacher Groups can work together more easily

ONLINE GROUPS SHARE A COMMON SCREEN:

SHARE CONTROL WITH THE STUDENT

Results: Collaboration between students

“…students can share answers anonymously, we can correct each other’s work.”

Increased in-class discussion Students are actively engaged and participating in class

“…I actually did my work and it was done right and organized which helped for studying.”

Anonymous participation

“I found that the shy students were more comfortable participating through the tablet and shared control in dyknow than standing up and speaking”.

IMMEDIATE FEEDBACK FROM STUDENTS Polling to instantly gauge student understanding

Polls can be created in the moment or ahead of time. Results can be anonymous or linked to student’s name Results can be anonymously displayed in a graph Teacher can use results to highlight misconceptions and decide

whether to move on or spend more time on the topic

POLLING USING POLLEVERYWHERE.COM

Free for instructors and up to 40 students Allows multiple choice and open-ended questions Students can respond online with a computer or

Smartphone or by text.

http://www.polleverywhere.com/highered-student-response-system

Click Here to take this poll

IMMEDIATE FEEDBACK FOR STUDENTS

Students can instantly submit work to the teacher. The teacher can then:• Save the work and grade it later• Look at it and/or grade it on the spot to gauge student

understanding• Attach it to the class notes to share it with the class

Student retains a copy of the work in their notes.

Teacher can return the students work at any time (including outside class hours). Marked work is automatically saved in student’s notes.

IMMEDIATE ANONYMOUS FEEDBACK:

REAL TIME ASSESSMENT:

ASYNCHRONOUS ONLINE SPACES:

Mixed-mode (hybrid) pedagogy Teacher creates online activities Clearly defined learning outcomes Increased student responsibility Assessment strategy reflects outcomes

(Constructive Alignment - John Biggs)http://www.johnbiggs.com.au/constructive_alignment.html

STUDENTS DESIGN QUESTIONS

STUDENTS DESIGN LEARNING EXPERIENCE: InterACTIVE learning

http://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/

Homework used to gauge understanding Online textbook assignments

STUDENTS DESIGN TEST QUESTIONS:

WEBQUESTS FOR MULTIPLE DISCIPLINES: Solving Algebraic Equations (Gr 6-10)

http://open.senecac.on.ca/clea/webquest/view.php?id=80_1177

Music Magichttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1179

Science Inquiry – Biologyhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1180

Science Inquiry 2 – Physicshttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1183

Science Inquiry 3 – Chemistryhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1184

English Engagedhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1185

EXPERIENCES:

Evolution in teaching methodology Learning/unlearning Shared responsibility Clear communication Aligning assessment Willingness to embrace technology

MORE INFORMATION: HP Technology for Teaching Grant

http://www.hp.com/hpinfo/socialinnovation/us/programs/tech_teaching/hied_global.html

Seneca’s HP website/Carol’s bloghttp://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