Online math design and delivery
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Online Math Design and Delivery Christina Teskey Jennifer Riddel Open School BC Where are you from?
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Considerations for the design and delivery of K-12 online math courses.
Transcript of Online math design and delivery
Online Math Design and Delivery
Christina Teskey Jennifer RiddelOpen School BC
Where are you from?
Introductions
Jennifer RiddelEducational Project Manager
K-12 science/math focus
Christina (Chris) TeskeyEducational Project Manager K-12 math focus
A. DL using mostly online resources
B. DL using mostly print-based resources
C. classroom
D. other
Which best describes your teaching environment?
Introductions
DL = Distributed Learning = Distance Education
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
For DL teachers, which resources do you use?
Introductions
DL = Distributed Learning = Distance Education
Design Delivery
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
Design
Personalizing the course
A. Online courses should be written in a formal style.
B. Online courses should be written in a friendly, conversational style.
Which statement do you most agree with?
Design
Personalizing the courseConversational language and reading level
Design
Personalizing the course
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.
Which statement do you most agree with?
Design
Personalizing the courseVirtual coaches
Jennifer
Jeff
Design
Activating prior knowledge
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
How do you activate prior knowledge in an online math course?
Design
Activating prior knowledge
Design
Activating prior knowledge
Design
Appealing to multiple learning styles
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
How do you appeal to multiple learning styles in your online math courses?
Design
Appealing to multiple learning styles
Design
•Watch-and-Listen
•Exploratory
•Instruction/practice
3 main types of media
Appealing to multiple learning stylesVisual learners
Design
Appealing to multiple learning stylesAuditory learners
Demonstration and solutions videos
Multimedia with audio
Design
Appealing to multiple learning stylesKinaesthetic learners
Design
Appealing to multiple learning styles
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
Where do you get media for your online math courses?
Design
Fostering community and collaboration
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
How do you incorporate opportunities for discussion and collaboration into the design of your course?
Design
Fostering community and collaborationDiscussions
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
Delivery
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
Establishing and maintaining communication
A. through a discussion forum
B. through social media
C. through formal online class meetings (i.e. Elluminate)
D. through email/other
How do you encourage student-teacher interaction?
Delivery
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
Assessing studentsProjects and tests
A. yes
B. no
C. sometimes/depends
D. other
Do you include collaborative projects in your online math course?
Delivery
Assessing studentsProjects 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
Assessing studentsProjects and tests
A. invigilators
B. testing centres
C. leave to student and home facilitator
D. other
How do you ensure student honesty in testing?
Delivery
Wrap-up
ReferencesBarbour, 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.
Online Math Design and Delivery
Thank you for attending our session!
Open School BC
Christina (Chris) TeskeyEducational Project [email protected]
Jennifer RiddelEducational Project [email protected]
