Hints, tips and best practices for teaching math online from a community college professor
- 1. Tips and Tricks for Teaching Math Online By Fred Feldon Coastline Community College Fountain Valley, CA April 29, 2008
- Coastline is one of 3 colleges in the District
- We focus on the nontraditional studentsand methods of instruction
- 84% of the math department is enrolled online
- Why Do Students Take Classes Online?
- What Are the Success and Retention Rates?
- Whats Different About Teaching Online?
- How Much Time Does It Take?
- Should I Use a Course Management System (CMS) or Start From Scratch?
Youve Got Questions 4.
- If You Build It Will They Come?
- How Do You Retain Students?
- How Do You Create a Community of Learners?
- How Do You Supplement the Course With Your Own Material?
- How Do You Keep Students From Cheating?
Questions (Cont) 5. Why Do Students Take Classes Online?
- Students self-select into online courses
- I enrolled in this class because it was closed at Coastline. Agree: 7%
- I enrolled in this class because it was closed at another college. Agree: 2%
- I enrolled because Iwantedan online course. Agree: 86%
- (Source: Survey of Fall 2005 Coastline College DL students)
6. What Are the Success and Retention Rates?
- Equal to or better than site-based classes
- Students who are highly motivated and have the right skills self-select into class
- Online format fosters more independent learning
- Instructor givesmoreattention to some students who might otherwise be ignored
- Students schedule study time with less distractions, greater concentration
- Students study and interact withanyonerather than just who they sit next to in class
7. Whats Different About Teaching Online?
- Probably more time-consuming
- You see less students face-to-face
- Number of e-mails increases
- More work must be done up-front
- You become addicted to the computer
8. 9. Whats Different About Teaching Online? (Cont)
- Travel to and teach from any location
- Feeling of communityispossible!!
- Equally rewarding and enjoyable
- Number of students you can reach individually increases
- Students can collaborate easier
- Students can be asked to do more on their own--the role of authority is more spread out
10. Whats Different About Teaching Online? (Cont)
- Assessments (such as homework & quizzes) can be automatically graded, saving time
- Changes to your course on the fly are possible
- You have time to think and research before answering questions
- Students are expecting more technology
- Number of voicemails decreases
- Supplemental and enrichment material can be more timely--and look better too(see following examples)
11. 12. Answer: 5 thSquare No. 4 thTriangular No. n thSquare No. n-1 Triangular No. n 2+ 4[ n ( n- 1)/2] =3 n 2- 2 n n th Star No. 400 + 4(190) = 1,160 20 th Star No. 25 + 4(10) =55 5 th Star No. 16 + 4(6) = 40 4 th Star No. 9 + 4(3) =21 3 rd Star No. 4 + 4(1) = 8 2 nd Star No. 1 1 st Star No. 13. A Fly in the Room Two walls and the ceiling of a room meet at right angles at point P. A fly is in the air one foot from one wall, eight feet from the other wall, and nine feet from point P. How many feet is the fly from the ceiling? 14. Answer
- A 3-dimensional box with the point P in one corner and the fly in another is shown. Use the Pythagorean Theorem first to get the diagonal on the bottom, then again to get the distancexto the ceiling. The answer is4 feet.
15. Arc To Area The arc below has a measure of 40 degrees, and its endpoints are at (1,5) and (5,3). Find the area of the circle that contains the arc. 16. Answer To find the answer you dont need to know where the center is, you just have to find the radius. Draw a picture, put a point about where the center might be, draw a triangle, label everything you know and go from there.You can use the Law of Sines or split the triangle in two (a 20-90-70 triangle) and use trig to get the length of the radius, about 6.5382, so the area of the circle is about134.28 square units . 17. Mathematical Misfit Which fits best: a square peg in a round hole, or a round peg in a square hole? To be more precise, if you take a circle and fit it just inside a square, or take a square and fit it just inside a circle, which fills up proportionally the most space? 18. Answer: Take a Square whose side = 1 unit, and a circle which just fits inside. Area of Circle/Area of Square =(1/2) 2 / 1 =/4 = 0.785. Take a Circle whose diameter = 1 unit, and a square which just fits inside. Area of Square/Area of Circle = (1/) 2 / ((1/2) 2 ) = 2/= 0.637. Since/4 > 2/, the round peg fills up proportionally more space and therefore fits better in the square hole than the square peg fits in the round hole! 19. The Shrinking Watermelon Yesterday you bought a huge 100-pound watermelon that was 90% water. You left it outside in the hot sun. Some of the water evaporated, so it is now 80% water. How much does it weigh now? 20. Answer The 10 pounds of fruit that didnt evaporate is still there. That now must represent 20%, or one-fifth, of the shrunken watermelon. So the watermelon must weigh50 pounds . 21. FromImages of Mathematicians on Postage Stamps: The Impossible Figures of Oscar Reutersvard , Sweden, 1982 22. How Much Time Does It Take?
- Equal to or more than site-based classes
- Dont reinvent the wheel. Use a Course Management System (CMS)
- Share online material with other faculty in your department
- Discourage the use of e-mail; encourage use of the discussion board
23. How Much Time Does It Take?
- Respond to e-mails with, Thats a good question. Could you do me a favor? Other students may be wondering the same thing. Could you please post your question on the Discussion Board? I promise to reply right away. Thanks! Then do so.
- Prioritize student contact and your time as follows:
24. Should I Start From Scratch or Use a Course Management System (CMS)?
- Absolutely! AvailableFREEfrom a variety of publishers pre-loaded with textbook-specific content and numerous features. Heres what to look for:
25. How Do You Pick a CMS?
- Internet-based, available from any computer
- Easy to register for, easy to use
- Textbook-specific instructional material including videos, interactive exercises and tutorials
- Algorithmic assessments that can also be printed out in hard-copy
- Gradebook with full edit/import/export capabilities
- Communication features including e-mail to all or select students, live chat, and asynchronous, threaded discussion
26. How Do You Pick a CMS? (Cont)
- - Works right out of the box plus allows for extensive customization, enhancement, and modification
- - Works in a variety of instructional modes including online, traditional classroom, and hybrid environments
- 9.Tech support included free, by e-mail and phone
- 10.Parent corporation welcomes input and provides frequent updates and improvements
- 11.Free to students, free to instructors, free to the college, with purchase of a textbook; or access is available separately
27. If You Build It, Will They Come? How Do You Retain Students? How Do You Create a Community of Learners?
- Your participation is key
- Students will follow your lead
- Require a Student Bio be posted the first week
- Discourage other forms of communication and focus on the Discussion Board
- Visit Discussion Board every day, before you open your e-mail, before you check voicemail
- Thank students by name, acknowledge their involvement, make every message positive
28. Building a Community of Learners (Cont)
- Post items that invite and encourage students to visit the Discussion Board:
- Extra Credit problems first-come, first-served
- Require students to explain their thinking
- Hints to succeed in the class, hot tips for exams
- Current articles or other items of interest(see examples)
- Comics and cartoons(see examples)
- How To Type Math On a Keyboard
- Graphing Calculator Instructions
29. Building a Community of Learners (Cont)
- Biographies of Famous Mathematicians
30. RecentTimemagazine article: Subjects in an experiment did math problems and made fewer errors with a pet in the room, compared to with their friends, their spouse, or alone! 31. On the Internet, nobody knows youre a dog! 32. Adapting to Technology 33. Adapting to Technology 34. Adapting to Technology 35. Building a Community of Learners (Cont)
- Reach Out at regular intervals
- Send e-mail to all students 1-2 weeks after semester begins
- Send e-mail 1-2 weeks later, to students with little or no activity, asking how you can help
- Send e-mail before the Midterm, with study suggestions and wishing them luck
- Post Tips for the Midterm on the Discussion Board (e.g. discuss the most frequently-missed problem from last semester)
- Send e-mail before drop deadline encouraging catch-up or suggesting withdrawal
36. Building a Community of Learners (Cont)
- Have a schedule students should follow, but allow full credit for quizzes and homework (algorithmic), no matter when theyre done
- Have several different forms (I have 6) of the Midterm and Final for flexibility
- Expect and allow some students to get a late start
- Expect and allow some students to finish late (give them an F then change their grade later)
37. Building a Community of Learners (Cont)
- Encourage student-to-student interaction
- Assign peer-evaluated projects or papers
- Praise students for helping each other (public acknowledgement on the Discussion Board or privately in an e-mail)
- Choose a student or group of students to be in the hot seat for a question (students need to learn how to explain their thinking, justify an answer, and com-municate mathematically)
38. Supplement the Course With Your Own Material
- Screen capture programs likeCamtasiaandSnagItatwww.techsmith.comorScreenWatchatwww .screenwatch.com
- Movie-making software fromVisual Communicatoratwww.seriousmagic .com
- Smart boards and tablets fromSmart Technologiesatwww2 .smarttech.comand
- Theio2 Digital Penatwww.logitech.com
- Create a video in your college studio or aPodcast from home
- Use a Tablet PC to ink your lectures and review sessions
- MicrosoftPowerPointorMovie Makerplus a webcam, digital video cam, or your digital still camera and a microphone
- Web conferencing technology likeWebExorGoToMeetingorCCCConfer (in California)
39. Supplement the Course With Your Own Material (Cont)
- Tablet PCs available from Toshiba, Fujitsu, HP, Gateway, and others
- I use a pure slate Tablet fromwww.motioncomputing .com
40. Supplement the Course With Your Own Material (Cont)
- Solve problem and show your work then print to PDF and attach the file to Discussion Board message, e-mail to students, or post to course Website:
41. Supplement the Course With Your Own Material (Cont) See actual video at: http://web.ccc.cccd.edu:8080/ramgen/2/math/math100_calculator.smil 42. Supplement the Course With Your Own Material (Cont)
- The presenter created a video showing students how to use MyMathLab to be successful in the course
See actual video at: http://dl.coastline.edu/classes/internet/math100/mymathlab.asx 43. Supplement the Course With Your Own Material (Cont)
- Instructor-created video on curve fitting and regression analysis
See actual video at: http://www.coastline.edu/departments.cfm?LinkID=890 44. How Do You Keep Students From Cheating?
- Make online assessments like quizzes and homework worth a small part of their grade
- Quizzes and homework are algorithmic
- Add Projects for part of their grade
- Students in one class watch the PBSLife By the Numbersseries featuring Danny Glover and write a 2-3 page paper
- Another course (Math for Elementary Teachers) visits K-8 classrooms to observe, to deliver a math lesson; each student writes a report that the entire class reads and discusses.
45. How Do You Keep Students From Cheating? (Cont)
- Midterm and Final Exams are open-ended, free-response and worth a total of 60-70% of their grade; ID is checked
- Have multiple versions (I have 6 different forms of the Midterm and Final each)
- Require students to show work on test
- Anecdotal evidence: student work is authentic
- Scores for online work matches scores on Midterm and Final taken with me or by Proctors who check ID
46. Thank You!
- Coastline Community College
- Login:coastlinemath100 password:student100
- ForQuantitative Reasoning
- (a Liberal Arts Math Course)