pre-calculus math modules - cnie conference 2008
TRANSCRIPT
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Merging Pedagogies of Online Learning and New Learning
Technologies
Increasing Success in First-Year Calculus
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Acknowledgements
FunderInukshuk Wireless Learning Planhttp://www.inukshuk.ca
This initiative encourages the development of multimedia-rich learning content to allow learners across the country to embrace online learning.
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Acknowledgements• SME
– Maria Torres, Athabasca University
• Flash Developer– Hongxin Yan
• CVU ID Experts– Daph Crane, Memorial University– Michelle Harrison, Thompson Rivers University– Moira Morrison, Laurentian University– Ted Keating, Thompson Rivers University
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Agenda
• Description of project and relevance
• Design criteria
• Design and other challenges
• Example of AU math module learning activity
• Questions
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Project rationale• Just-in-time learning modules
• Algebra - a cornerstone topics in secondary school mathematics (Gomez, 2000).
• High incompletion rates in calculus at post-secondary institutions
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Criteria influencing project• Learning environment
• Length of instructional message
• Audience
• Learning object design
• ID Process
• Learner-centered approach
• Technology used (CTAT and Flash)
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Learning environment• Web-based
• Standalone instruction
• Flash-based interactivity
• Learner support
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Module length• General recommendation - 15 and 30
minutes.
• Impact of Module Length on completion rates:– Longer modules, higher attrition rates (Grant,
2002; Pomales-Garcia and Lui, 2006)– Quitting, pausing or completing a module more
related to module length than media (e.g. text vs. video)
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Module length (con’d)• Longer modules - higher attrition rates
• Shorter modules encourage learner persistence (Jun, 2005)
• Thirty minute instructional message typical length of lesson in single subject area (e.g. math or reading) (Polychronis et al., 2004)
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Audience• Adult learners, e.g. self-directed, learning
approach utilitarian• Learners who have been out of school for
some time• Learners who have difficulty with basic
mathematical concepts, may be math phobic
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Implications of audience for design• Weak academic preparation – lower persistence
and completion rates
• Shorten and modularize curricula benefits adult learners
• Minimize length of learning session
(Chao, Stover DeRocco & Flynn, 2007)
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Model of novice learner• No schema with which to interpret new
information, – Information provided in small chunks, or smaller
units (Billings, 1985).
• Give feedback after each action or decision
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Learning object design• Maximum granularity
– Limit number of topics per learning activity
– Content restructuring resulting in more, shorter duration learning activities
• Maximum re-usability– Modularize each component of instruction
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ID Process• Research on online pedagogy (e.g. math),
algebraic thinking, etc.• Interaction not transmission model, i.e.
learner-content interaction• Limit cognitive load (e.g. simple interface
design)• Ongoing evaluation process (e.g. iterative
design process)
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Technology UsedDesign tools:• Cognitive Tutor Authoring Tool (CTAT)• Flash
Limitation:• Example-tracing variant of CTAT not as
flexible as cognitive tutor (java-based)
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Design challenges
• Original content structured for print delivery
• No style guide/design guidelines
• Stand-alone delivery (course and instructor
independent)
• Optimal re-usability
• Tool limitations
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Importance of design guidelines
• Systematizes and streamlines process
• Sets standards and ensures consistency
• Establishes levels of interactivity and
appropriate use of interactivity
• Establishes level of student support required
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AU LO example• Wrapper (minimal navigation, maximum
space for learning content)• Learning activities
– maximum of 1-2 topics– maximum duration 30 minutes
• Optimize interactivity • Optimize learner control• Design timely, supportive feedback
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Wrapper Element Region: 750 x 55
Learning Object Region: 750 x 445
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Learning activity components• Pre-test and pre-amble (context/rationale for topic,
objectives, pre-requisites)• Topic:
– Concept/Definition– Examples– Exercises– Tutorials– Review
• Assessment• Glossary of terms
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Module organization
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Where we started . . .
Where we ended up . . .
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Demo of AU LO components
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Next steps
• Consultation with the CVU ID experts
• Ongoing production of learning objects
• Incorporate suggestions from CVU partners
and others
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Any questions?