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VIRTUAL CONFERENCE ictcm.com | #ICTCM 32 nd International - - PowerPoint PPT Presentation

Aug 22, 2022 407 likes •783 views

32 nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE ictcm.com | #ICTCM 32 nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE #ICTCM Web-Based Audience Response

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32nd International Conference on Technology in Collegiate Mathematics

ictcm.com | #ICTCM

VIRTUAL CONFERENCE

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Web-Based Audience Response Systems for Student Engagement in the Math Classroom

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Viktoria Savatorova Assistant Professor Central Connecticut State University viktoria.savatorova@ccsu.edu Aleksei Talonov Assistant Professor Faculty in Residence University of Nevada Las Vegas alex.talonov@unlv.edu Katlyn Cox Graduate Teaching Assistant University of Nevada Las Vegas katlyn.cox@unlv.edu

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

OUTLINE

❑Motivation ❑Learning about student’s study habits ❑Technology we use ❑Poll Everywhere examples ❑Data we collected ❑Conclusions

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

MOTIVATION

  • Pre-Calculus and calculus have traditionally had low

success rates and retention (~50-60%) => Instruction needs to be more effective

  • Many students who struggle are underprepared and

unconfident; students do not believe they can be successful in a math class => Students should stop being passive listenteners and become active participants engaged with the course material

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

STRATEGY

Improvement in success rates and retention Joined efforts of students and instructor Active learning approach Transparency in instruction

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

TRANSPARENCY OF INSTRUCTION

Students have a clear understanding of the task requirements and the grading system:

  • What needs to be done and by when
  • What knowledge and skills will be acquired

in the process

  • How to do the work
  • How it will be graded
  • What are the criteria for success?
  • What resources are available?
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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

ACTIVE LEARNING APPROACH FOR STUDENTS

Before class- be proactive!

  • Watch course specific videos provided by instructor
  • Read ahead

In class- be engaged!

  • Have your questions ready
  • Learn by doing

Outside class- be responsible!

  • Take-charge: revise, solve, complete
  • Communicate with your peers
  • Communicate with the instructor
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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

DAILY ACTIVITIES

  • Do I need to intervene?

○ Monitor students’ progress ○ Analyze results

  • Encourage students to use all

course related materials

  • I’m here for you!

○ Encourage and facilitate student communication with their peers and instructor

  • Are you doing good enough?

○ encourage students to be aware of their class standing

  • Homework troubles

○ What was difficult for you and and your classmates?

  • Question of the day

○ Solve a short revision question ○ Check the solution ○ Revise if necessary

  • Skill checks

○ Solve a problem ○ Discuss the result with a classmate

  • Learn from mistakes

○ Assignment for students to correct mistakes after tests

Transparency: Active Learning:

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

STUDY HABITS SURVEY

If you have difficulties with a math assignment, what are you most likely to do? (Check all that apply) ❏ Ask my instructor ❏ Ask tutors ❏ Look at the resources provided by my instructor (notes, text, videos, etc.) ❏ Watch YouTube Videos ❏ Ask friends or classmates ❏ Utilize math apps ❏ Do nothing ❏ Other:________________

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#ICTCM

SURVEY RESULTS

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SURVEY RESULTS

Students were asked to rank their most likely action

  • f their choices on the survey (previous slide)
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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Our Students

  • Students actively use technologies to communicate and to

study

  • Canvas (online platform) Q&A/discussions (students post

questions and get responses from their peers or instructor)

  • Many students choose technology such as YouTube, course

related videos, or math apps as their first reference

  • Students may have time conflicts with instructor’s office hours
  • r tutors’ schedules, but they are willing to communicate
  • nline and use online resources provided by the instructor
  • Examples of resources provided: a of class related videos,

animations, lecture notes, study guides and rubrics prior to tests and quizzes

  • Group work in class encourages collaboration in and outside of

the classroom- students identify peer learning as a valuable source

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

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Literature- Audience Response Systems

  • In 2009 literature review completed by Kay and LeSage the authors

conclude that 36 of the 38 articles examining student attitude toward ARS reported positiver perceptions of ARS technology by both students and teachers (Kay & LeSage, 2009).

  • Kappers and Cutler recommend using Poll Everywhere to add an

active learning element to the classroom and to increase audience engagement (Kappers & Cutler, 2015).

  • Polling software allows opportunities for audiences of any size to

participate in dialogue using their phones brought with them (Sarvary & Gifford, 2017).

  • Students concluded that they experienced higher levels of

engagement and participation. Further their responses during polling indicated better understanding of the content (Stover, Noel, McNutt & Heilmann, 2015).

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

TECHNOLOGY WE USE

  • Course specific videos
  • Online homework systems (Pearson, WebAssign,

WileyPlus)

  • Web-based audience response systems

Poll Everywhere Slido

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

POLLEVERYWHERE

Before class:

You create questions, customize how the chart looks, and how the audience can respond. Ask each question. Invite the audience to respond by webpage or texting. The chart changes as you watch responses come in.

In class: After class:

Download the reports. Analyze the results and share them with

  • ther instructors.

Source:

https://www.polleverywhere.com/ho w-it-works

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POLL EVERYWHERE COMPETITIONS

  • Create multiple choice questions

with a common theme

  • Participants respond with their

mobile devices

  • Participants earn points for

answering quickly and correctly

  • You can use a timer
  • A live leaderboard displays scores

between questions

  • Once the competition is complete,

the leaderboard declares the winner in a moment of pure suspense — and confetti Source: https://www.polleverywhere.com/how-it-works

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

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Try a Poll!

Use link below to go to the poll

https://www.polleverywhere.com/competitions/1Tj8X3U92LJcnTjPd3E1V

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POLL EVERYWHERE:

“Check your knowledge” Example 1

The shell method

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POLL EVERYWHERE:

“Check your knowledge” Example 2

Series: convergent or divergent

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

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POLL EVERYWHERE:

“Guide through the process” Example 1

Power series: radius of convergence and interval

  • f convergence
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REMOTE (ONLINE) TEACHING Spring 2020

  • All the classes were moved online and many of us teach

remotely.

  • Student participation and engagement is a big challenge.
  • Web-Based Audience Response Systems have proven to be

effective in our virtual classrooms:

  • Polls help collect and visualize student feedback in real

time

  • Solving poll questions in groups help students learn

and makes them feel less isolated

  • Polls allow the ability to give quizzes with immediate

analysis of the results

  • Poll Everywhere reports help keep track of each

student’s attendance, participation, and success

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QUIZ RESULTS: USING TECHNOLOGY VS TRADITIONAL INSTRUCTION

Student performance by question

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DATA ON SUCCESS RATES AND RETENTION

Semesters 1, 2: traditional instruction Semester 3: Poll Everywhere & other technology were used

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TEST RESULTS

Semesters 1, 2: traditional instruction Semester 3: Poll Everywhere & other technology were used

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SUMMARY

  • Web-Based Audience Response Systems allow a variety of

question types (multiple choice, free responses, true/false, etc.) and a variety of visualizations (diagrams, word clouds, text walls, etc.)

  • Questions are designed to: check knowledge, guide through

a process, ask for an opinion, etc.

  • Students and instructor are mutually-essential parts of

learning and teaching

  • Students (groups and individuals) are engaged
  • They learn by doing and collaborating with each other
  • The feedback is instant
  • Explanations and clarifications can be provided on a spot
  • The instructor gets a detailed report on each student’s

participation and correctness of each response

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32nd International Conference on Technology in Collegiate Mathematics VIRTUAL CONFERENCE

#ICTCM

Viktoria Savatorova Assistant Professor Central Connecticut State University viktoria.savatorova@ccsu.edu Aleksei Talonov Assistant Professor Faculty in Residence University of Nevada Las Vegas alex.talonov@unlv.edu Katlyn Cox Graduate Teaching Assistant University of Nevada Las Vegas katlyn.cox@unlv.edu

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