32 nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE ictcm.com | #ICTCM
Designing a Technology-Rich Applied Calculus Course Katharine Fisher Senior Lecturer The University of Toledo katharine.fisher@utoledo.edu
Outline • UToledo Business Calculus Transformation (2012) o Classroom Version o Online Version + Covid Version • Things to consider when choosing technology enhancements • Student Response • Taking it to the next level: a new project
2012 Project at The University of Toledo • Improve student experience in online Math Classes • Partner with College of Innovative Learning to seek technology solutions • Re-do Business Calculus curriculum to match new state standards
Traditional Class
Technology elements added to Traditional Classes • Live classes recorded and posted • Friday classes replaced with an instructor-created video • Geogebra based technology labs for interactive understanding • Proctored online quizzes to emphasize key calculus skills (derivatives, integrals, etc.)
Live Class Recordings • Screen-captures from the instructor computer • Instructor wears microphone to capture the audio • Class view capture optional
Instructor-Created Friday Videos Screen-captures from a computer • Power Point or graphics tablet (Wacom bamboo tablet, ipad, tablet computer etc.) • Software to capture Video / Audio (institution provided software, Camtasia, etc.) • Microphone (USB headset) Students take notes and submit online for attendance credit
Instructor-Created Videos
Video Advantages • Available to students 24/7 • Re-watch as often as they need to • Pause it when they need time to think • Easier to understand when can watch someone do and explain • More engaging than reading problem solutions from a textbook • If class is recorded, easier to catch up when miss class • Struggling students can be referred to specific videos
Geogebra Technology Labs geogebra.org
Geogebra Technology Labs geogebra.org • Students do worksheet problems using Geogebra to build and manipulate graphs • Helps students visualize challenging concepts and make conceptual connections
Geogebra Technology Labs geogebra.org
Geogebra Technology Labs geogebra.org • Students use Geogebra to build and manipulate graphs and solve worksheet problems • Helps students visualize challenging concepts and make conceptual connections • High level of engagement, active learning • Allows for instructor / student interaction
Proctored Online Skills Quizzes • MyLab Math quizzes of basic skills – prerequisite skills, limits, derivatives, integrals • Given in a proctored environment without aids • Questions all quick “one step” questions • Quiz timed • Questions scrambled • May give more than one attempt • A no-credit practice quiz made available before quiz with larger set of problems
Online Class Goal of Transformation: Improve student experience in online Math Classes
Online Class: Learning Before Fall 2012 Fall 2012 and After • Watch and participate in • Read Textbook live-streamed classes • Watch and participate in live-streamed recitations lead by a TA • Watch instructor-created videos Spring 2020 • live-streamed classes in place of face-to-face • Instructor-created Friday videos
Live-Streamed Classes • Broadcast within LMS (Blackboard Collaborate Ultra; formerly used Adobe Connect, Big Blue Button) • Screen and audio capture • Students ask and answer questions using chat and polling features (best for large classes) • Attendance is tracked • Session can be recorded • Class is scheduled in a particular time slot • Students meet on campus for tests during time slot
Online Class: Homework Before Fall 2012 Fall 2012 and After • Do online homework • Do online homework • Do written homework and submit online Spring 2020 • Nothing changed
Online Class: Testing Before Fall 2012 Fall 2012 and After • Online quizzes • Online quizzes • Online tests • Proctored paper and pencil tests • Proctored paper and • Proctored paper and pencil final exam pencil final exam
Online Class: Testing Spring 2020 Quizzes moved online Tests and final exam • MyLab Math test problems – numbers vary • Customized existing problems • Sought out application and concept questions • Asked only for set up in others • Created concept and course specific questions • Test given synchronously • Written work submitted through LMS
Online Class: Office Hours Before Fall 2012 Fall 2012 and After • Ask instructor • Ask instructor questions by email questions by email • Online office hours at set times
Choosing Technology: Considerations
Choosing Technology: Considerations Cost What is already available at my institution? • Learning management system tools • Textbook/Software tools • Freeware • Institution resources for online education
Choosing Technology: Considerations ADA (American Disabilities Act) Compliance • Videos may need to be closed captioned • Images / graphs/ tables in videos may need descriptions
Choosing Technology: Considerations Sometimes technology fails! • Don’t promise students technology will always be used (careful syllabus wording) • Be prepared to teach without technology if last minute failures • Get to class early
Choosing Technology: Considerations Sometimes technology wins!
Choosing Technology: Considerations Is it worth the time? • Does it help / hinder the students? • Does it help / hinder the instructor?
Student Response
Student Response and Results How frequently did you view the videos of the live class ? 29% At least once a week 21% Once every few weeks 14% Several times during the semester 36% Never
Student Response and Results How important is it for videos of the live class be available to view later? 52% Very important 16% Somewhat important 20% Neither important nor unimportant 5% Not that important 7% Not at all important
Student Response and Results How effective have you found the Friday videos for learning the material? 14% A lot more effective than a live class 17% A little more effective than a live class 31% Equally effective to a live class 21% Almost as effective as a live class 11% A lot less effective than a live class
Taking it to the Next Level: A New Project
New Project • Electronic, video- based text (2020) • Co-authored with Nathan Ritchey and Darin Kapanjie • Set in MyLab Math environment • e-text • Videos covering every concept organized into learning segments
Making a Better Video
Making a Better Video
Making a Better Video Slope of a Secant Line Slope of secant l ine = Δ𝑧 Δ𝑦 = 𝑔 𝑏 + ℎ − 𝑔 𝑏 𝑏 + ℎ − 𝑏 = 𝑔 𝑏 + ℎ − 𝑔 𝑏 ℎ
Video-guided Segments
Video-guided Segments
Video-guided Segments
Interactive Applied Calculus Ritchey, Kapanjie and Fisher • E-text • ADA compliant videos covering each concept • Videos organized into learning segments • Learning worksheets for each section • Powerpoints from each video
Conclusion Designing a Technology-Rich Applied Calculus Course • Video is key • Live-streaming online classes can give students a similar experience as face to face • Technology is adaptable
Con Contact I Infor ormation on Katharine Fisher Senior Lecturer The University of Toledo Katharine.fisher@utoledo.edu
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