effective math online learningldt 2001emol emo l effective mathematics online learning
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Effective Math Online Learning LDT 2001
EMOLEMOL EEffective MMathematics OOnline
LLearning
Effective Math Online Learning LDT 2001
Overview
• Introduction – Scenario of Use
• Inquiry – What is Effective Math Online learning?
• Design of EMOL – Learning, Design, and Technology
• Evaluation of EMOL
• Reflections and next steps
Effective Math Online Learning LDT 2001
Critical Need
• Colleges and Universities need to optimize resources
• Faculty need new skills to develop online courses
• Our colleagues at Singapore Polytechnic need to meet this challenge
Effective Math Online Learning LDT 2001
Mrs. Lee – a successful teacher
• Challenge – Challenge – Design effective online lessons for her courseDesign effective online lessons for her course
• Solution –Solution –Guided, contextualized, effective trainingGuided, contextualized, effective training
Effective Math Online Learning LDT 2001
Objectives
Assist Target Users: Math lecturers at Singapore Polytechnic
Address Learning Problem:How to design an effective math online lesson?
Effective Math Online Learning LDT 2001
Context of Use
Institution structureInstitution structure
• Hierarchical • Lecturers value good teaching
Technical InfrastructureTechnical Infrastructure
• Blackboard platform • Fast Ethernet connection • Relatively good tech support
Effective Math Online Learning LDT 2001
Scenario of Use – How does Mrs Lee Learn?
Stage 1Understanding &
Planning
Stage 1Understanding &
Planning
Stage 2Visualizing &
Predicting
Stage 2Visualizing &
Predicting
Stage 3Evaluating & Refining
Stage 3Evaluating & Refining
Stage 1•Build learners’ profiles Identify needs
•Learn design approach•Identify milestones
Stage 2• Design lessons• Write storyboard• Build prototype
Stage 3• Conduct users’
study.• Evaluate & refine
Effective Math Online Learning LDT 2001
Scenario of Use – How does Mrs Lee Learn?
Stage 1Understanding &
Planning
Stage 1Understanding &
Planning
Stage 2Visualizing &
Predicting
Stage 2Visualizing &
Predicting
Stage 3Evaluating & Refining
Stage 3Evaluating & Refining
Effective Math Online Learning LDT 2001
Cognitive ApprenticeshipCognitive Apprenticeship
• Modeling, coaching , scaffolding, exploration.
• Situated learning, cooperation
• community of practice
TechnologyTechnology• Web-based Blackboard Web-based Blackboard
platformplatform• Collaborative toolsCollaborative tools
Conceptual Framework
Effective Math Online Learning LDT 2001
R&D, Approach and MethodologyDec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
Effective Math Online Learning LDT 2001
Dec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
R&D, Approach and Methodology
Effective Math Online Learning LDT 2001
Dec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
R&D, Approach and Methodology
Effective Math Online Learning LDT 2001
Dec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
R&D, Approach and Methodology
• Research and survey• Designing and evaluating
learning activities• Discussion and gather feedback
Effective Math Online Learning LDT 2001
Dec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
R&D, Approach and Methodology
• Design the content of EMOL• Write Storyboard• Build Prototype
Effective Math Online Learning LDT 2001
Dec Jan Feb Mar Apr May JunProject Proposal
Form EMOL teamReadiness
Collaboration with team + Learning activities
Users surveyBuild sample math lessons
User testing & eval.Reflection
Collecting data & information for the online course Storyboarding and Prototyping the online course
Learning assessment
Stage 1Stage 2
Stage 3
R&D, Approach and Methodology
Effective Math Online Learning LDT 2001
Demonstration
Key Features:Key Features:
• Easy to use guided inquiry• 3-stage model, sample lessons, learning activities
• Contextualized content• Design and build own project
• Cooperation, Community of practice
Effective Math Online Learning LDT 2001
Evaluation of EMOL
• Addresses the learning needs
• Effectiveness of EMOL
• Use of Technologies – keep it simple• Blackboard platform, templates, java applets• Collaboration tools (Discussion Board, chat, etc)
Effective Math Online Learning LDT 2001
Reflections
From Singapore Team:
• Engaging
• Peer-to-peer cooperation generates ideas
• The 3-Stage process is natural
• Stage 2 is least familiar and technically challenging
• Time consuming
Effective Math Online Learning LDT 2001
Reflections
From Stanford Team:
• Inquiry-based process is central
• 3-Stage design model creates an excellent learning dynamic
• Learning transformed into “teaching”
• Overly ambitious project goals
• Insufficient time to iterate design
Effective Math Online Learning LDT 2001
Iteration – Next Steps
• Extend timeframe
• Revise our design process
• Incorporate feedback into design
• Conduct learning assessments
Effective Math Online Learning LDT 2001
Acknowledgements
Thanks:
• Singapore Team
• Singapore Technical Support
• Colleagues at Stanford
• Our Professors