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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
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