VIRTUAL CONFERENCE ictcm.com | #ICTCM Designing a Technology-Rich - - PowerPoint PPT Presentation

32nd International Conference on Technology in Collegiate Mathematics

ictcm.com | #ICTCM

VIRTUAL CONFERENCE

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)

• Classroom Version
• 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

• Read Textbook
• Watch and participate in

live-streamed classes

• Watch and participate in

live-streamed recitations lead by a TA

• Watch instructor-created

videos

Online Class: Learning

Before Fall 2012 Fall 2012 and After 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

• Do online homework
• Do online homework
• Do written homework

and submit online

Online Class: Homework

Before Fall 2012 Fall 2012 and After Spring 2020

• Nothing changed

• Online quizzes
• Online tests
• Proctored paper and

pencil final exam

• Online quizzes
• Proctored paper and

pencil tests

• Proctored paper and

pencil final exam

Online Class: Testing

Before Fall 2012 Fall 2012 and After

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

• Ask instructor

questions by email Before Fall 2012 Fall 2012 and After

• Ask instructor

questions by email

• Online office hours at

set times

Choosing Technology: Considerations

Choosing Technology: Considerations

What is already available at my institution?

• Learning management system tools
• Textbook/Software tools
• Freeware
• Institution resources for online education

Cost

• Videos may need to be closed captioned
• Images / graphs/ tables in videos may need

descriptions

ADA (American Disabilities Act) Compliance

Choosing Technology: Considerations

• 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

Sometimes technology fails!

Choosing Technology: Considerations

Choosing Technology: Considerations

Sometimes technology wins!

• Does it help / hinder the students?
• Does it help / hinder the instructor?

Is it worth the time?

Choosing Technology: Considerations

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

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

Student Response and Results

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

• rganized into

learning segments

Making a Better Video

Making a Better Video

Slope of a Secant Line

Slope of secant line = Δ𝑧 Δ𝑦 = 𝑔 𝑏 + ℎ − 𝑔 𝑏 𝑏 + ℎ − 𝑏 = 𝑔 𝑏 + ℎ − 𝑔 𝑏 ℎ

Making a Better Video

Video-guided Segments

Video-guided Segments

Video-guided Segments

Ritchey, Kapanjie and Fisher

Interactive Applied Calculus

• 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

• rmation
• n

Katharine Fisher Senior Lecturer The University of Toledo Katharine.fisher@utoledo.edu