Let me begin by saying that I have been a geek and technology freak for more years than I care to remember. In 1967, I wrote an undergraduate paper for a History of Mathematics class that dealt with computer generated music compositions. In the 80’s, I wrote for Nibble magazine (Apple II). I worked for Apple for 11 years. I always have the latest beta and bleeding edge software on my phone, watch and computer. My work involves helping faculty develop and deploy courses using technology. All that said, I worry about our students and if they are relying far too much on technology and less on critical thinking skills and the ability to estimate and solve problems.
In my last post, I detailed a study in the summer of 2016 using the Knewton Adaptive Learning engine built into Pearson’s MyMathLab. This was a limited study with a trial of Knewton in 4 developmental math courses. The results of the trial were compared to sections of the same courses in which the adaptive engine was not used. In that limited study we found that students got better scores overall on the MyMathLab quizzes and that they spent less time on task.
The summer cohort of students isn’t reflective of regular semester classes (in DePaul’s First-Year Program we typically see entering freshmen, where this is the first university level course they have encountered), so we implemented the same trial in 4 courses with larger enrollments and traditional students during the winter 2016 quarter. Please see my previous blog post for information about the Knewton engine and the previous trial.
We have been exploring the use of the Knewton Adaptive Learning engine built into Pearson’s MyMathLab. We began with a limited study during the summer of 2016 with a trial in 4 developmental math courses. The results from the trial courses using Knewton were compared to sections of the same courses in which the adaptive engine was not used. Before continuing, you may be wondering what is this adaptive learning?
It’s just after your first class and the students are filing out of the room and you happen to be standing near enough to catch a few of their comments. You only get snippets of the conversations, but you hear…
In a face-to-face class, your presence is partly defined by your demeanor, persona and actions while in front of the class.
The growth of online and blended offerings, nationwide, continues at a steady pace. Although this data is several years old, the trend, especially at our institution, continues on the same path.
Source: Babson Survey Research Group, Changing Course: Ten Years of Tracking Online Education in the United States ©, January 2014.
“What then, is the Singlularity? It’s a future period during which the pace of technological change will be so rapid, its impact so deep, that human life will be irreversibly transformed. Although neither utopian nor dystopian, this epoch will transform the concepts that we rely on to give meaning to our lives, from our business models to the cycle of human life, including death itself.” –Ray Kurzweil, The Singularity is Near, p.1. Penguin Group, 2005
Ray Kurzweil predicts that this Singularity will occur sometime in the first half of the 21st century. I don’t think I am really ready for it! I have enough trouble keeping up with the simple changes in educational technologies that impact my institution and my work on a daily basis. These rapid changes affect me in a couple of ways. First, I need a strategy to stay abreast of the latest and greatest tools. Second, I need a reasonably quick way to assess these emerging technologies and determine if further investigation is worthwhile. Unfortunately, I am easily distracted by bright, shiny things and sometimes will go down the rabbit hole and consume inordinate amounts of time trying new things without any regard to their usefulness and impact, simply because they are new. While I don’t have any really good answers to my dilemma, I can share a couple of recent activities that may help formulate a mini-strategy for dealing with technological change. Continue reading
I currently teach online and hybrid Mathematics courses in the College of Science and Health. My courses are computationally intensive and often require the professor to write equations or diagrams on a white board. This presents a particular challenge when creating screencasts for online delivery, which requires a combination of hardware and software. I will focus primarily on the hardware for this post, the software is worthy of another complete discussion.
Before going on to the hardware, I should mention some of the software tools. First you need a screen capture software to record the screen and audio. Free screen capture software includes Jing and Screencast-O-matic. The most robust, paid versions include Camtasia Studio for Mac and PC (also from Techsmith) and ScreenFlow on the Mac. (I use ScreenFlow.) Next, depending on the hardware solution chosen, you will need a drawing tool. A great freeware app is Open-Sankoré for Mac/PC/Linux. (Note that the latest version of Open-Sankoré does not work with Mac OX Yosemite. OpenBoard is a workable alternative.) Khan Academy is well known for their engaging videos (PC only) which works with SmoothDraw. On the Mac side, there are a couple of candidates. I use Deskscribble and FlySketch. Of course, there are some hardware alternatives which are included below. Continue reading
Before I enter the classroom each quarter (sometimes virtually), I always wonder about what my class looks like. Sometimes there are more women than men, sometimes it is a very diverse group, sometimes there are adult students, but one thing is certain, every year the incoming freshmen look younger and younger. Certainly, this is not because of my own advancing age, but seeing their youthful faces embarking on a new journey in today’s technological age, leaves me with the question, “what do they look like technically?” As more and more of our courses rely on online components, you have to ask yourself, “are our students prepared to deal with the challenges of D2L, online quizzes, and video captured lectures?”
Every year, the Higher Education Research Institute at UCLA conducts a nationwide study of incoming college freshmen. The study conducted by UCLA  includes survey responses from almost 166,000 freshmen representing 234 institutions. For the first time in 2013, the survey added two questions about the respondents’ use of Open Educational Resources (OER) such as Khan Academy, MIT’s OpenCourseware and other MOOC’s. These two questions were in addition to the recurring questions about using the Internet for research, social media use, video games. So, what does the incoming freshman class look like technically? How prepared are they to use the online tools? I found some of the results quite surprising. Continue reading
I am not very original and I like to find materials on the web to ‘spice-up’ my hybrid and online courses. However, I frequently find things that are wonderful, but I am never sure as to their usability with regards to copyright and fair-use. Fortunately, there is a wealth of resources out there that are available under some very clear and user-friendly licensing. So, let me first briefly discuss Creative Commons licensing and then point you to some wonderful web sites that support either Creative Commons licensing or clearly stated licensing materials for use in your course.
Creative Commons is a non-profit organization that has established some legal tools to allow content authors to share their creative works under six different licensing schemes. The schemes are outlined on the website. In the simplest of terms, all of the licenses require, as a minimum, attribution. This means you give credit to the author for the original creation. The rest of the licenses add on one or more of these attributes: NoDerivs, NonCommercial or ShareAlike. Rather than go into the detail, the site provides complete descriptions of the licenses in both a human-readable format (License Deed) or the less-friendly Legal Code. Below are a few sites where you can find some really great content licensed under CC.
I teach several mathematics courses in the Liberal Studies Program at DePaul. For many of the students, this will be the only mathematics course that they will take during their entire college career, and many of them are apprehensive. I try to do a few things to allay their fears or at least help them see that they are in the same boat.
During the first week, I ask them to participate in a discussion forum by responding to the following prompt:
“Most children have a natural affinity for mathematics; they take pride in their counting skills and enjoy puzzles, building blocks, and computers. Unfortunately, this natural interest seems to be snuffed out in most people by the time they reach adulthood.
What is your attitude toward mathematics? If you have a negative attitude, can you identify when in your childhood that attitude developed? If you have a positive attitude, can you explain why? How might you encourage someone with a negative attitude to become more positive?”
This quarter, the students responded very well to the discussion. Those who were comfortable with mathematics encouraged those who weren’t. As the quarter progressed, the students have bonded and helped each other both in and out of class. However, every time I ask this question (and I have for more than 5 years now), I see responses similar to these: Continue reading