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e-Learning in 2016

G. Donald Allen

Department of Mathematics

Texas A&M University

College Station, TX

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Drivers for Change

Changing demographics of students Demand for unlimited access Spiraling costs Competencies vs. Degrees Lifelong learning Knowledge explosion Failure of current systems

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Components

Technology Mediated Learning (TML) Facilitator teachers Arrays of resources Science of learning research

Learning styles Longitudinal trackingSkills vs. Inquiry

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Integrating the components

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Using the Onion Metaphor

Not pealing the onion But building the onion

layer by layer

The NSF ALT Vision

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TML features

Symbolic mathematics functionality

Complete solutions – with videos

Learning style adaptability

Longitudinal analysis Question-answer notes Animations Video tutorials/lectures

Homework systems Consistent, artistic look

and feel Interactive applets Interactive quizzes and

exams Peer review systems

•Years of testingvalidationreliability

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Project-based learning

Shown to be effective Keeps students engaged

Good place to use peer review methods.

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Modes of Instruction

Tutorial (Socratic) Traditional, (Seminar, Small class, Large

lecture) Facilitator Fully computer based instruction Distance Self-Study (Correspondence, etc)

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Learning modes – current buzz

Drill for Skill Active learning for construction of

knowledge Cooperation and teamwork in learning Learning via problem solving.

The “Math Wars”

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The Teacher

Social context of student learning Social context of teacher needs Teacher competency, capacity,

adaptabilitystudent learning styles, multiple

intelligencescontent mastery

Teachers and technology

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The Facilitator Teacher

Fewer formal presentations (lectures) Expanded role in one-on-one teaching Greater content competency required Diminished role in training More cooperative --- less contentious

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Changing Roles of Students

Students proceed at own pace Students will have personal learning

plans Students become active learners Students have less teacher-student

interaction

What is the social context of learning?

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TML means …

The end of “one-size-fits-all” course formats

The end of “one-size-fits-all” pedagogy

…the end of ….. “one-size-fits-all”

education

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Pedagogical Theory

Learning models - “constructivist”, “collaborative”, “cognitive” and “sociocultural”, “traditional”

Learning cycles – “experiential”, “situational”

Pedagogy is focused on enabling learning and intellectual growth in contrast to instruction that treats students as the object of curriculum implementation.

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ADDIE – even for e-learning

Analyzing learners Designing instruction Developing instruction Implementing instruction Evaluating instruction

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Critical uncertainties

Can TML work? Will learning research results support the viability of TML?

Teacher training? Will a sufficient corps of teachers opt for the new type of “teaching?”

When? At what point (grade) should the TML become more intensive?

Social implications? Will long term TML support a continued highly social society?

Privacy? With TML comes long term records of student behavior. Are they secure?

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Scenario #1

A modern day at the books... Mode: Independent TML study with

facilitator. Students can work alone or in groups, though group projects need not be a component. Students working together can better understand what they don’t understand. This poises them for real learning. The facilitator is available at most times.

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A day in the Algebra class

Whole class gathering to launch topic of the day and to engage students in learning

Visual tutorial (readings backup) – based on individuals learning style

Using the homework system – integrates assessment – gives learning plan – feedback to videos – calls teacher – identifies student misconception

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A day in the Algebra class

Group interaction – organized or spontaneous

Whole class gathering Teacher: extension, explanation,

applications, reinforce learning, feedback

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The facilitator …

Needs to work from where the student is, to identify and correct misconceptions

Needs to identify what the student knows Needs to enable student interaction Rewarding because …

Work with students wanting help Work with actual specific issues – not

generalities

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Who falls through the cracks of the TML system?

Reluctant guessers: A certain aspect of the whole system involves guessing for feedback

Keyboard challenged students Students needing the student-to-

teacher direct communication The unknown consequences of the

mass application of TML

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What falls through the cracks?

Problem solving? Inquiry based learning? Social context for learning?

Group effortsInterpersonal relation building

Behavior learning?

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TML “Learning” Issues

Some learning difficulties will be diminished

Some learning difficulties will be amplified

New learning difficulties will emerge

What are they?

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Conclusions - Optimistic

Student easily adapt to TML or “Web-learning.”

Students become active learners. Students work together - profitably. Students get to work right away. Faculty help those students that need

& request help.

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Conclusions - Pessimistic

Students finesse TML is ways yet to be determined

Social innovation, originality decreases Computer dependency emerges Proliferation of erroneous information Anti-socialism increases substantially Citizen educational records are used for

nefarious means

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Scenario #2

Hybrid TML… Mode: Traditional classroom setting

with TML options. Classroom/lecture format availableVideo lectures availableTM homework systemTM assessment

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The traditional lecture

Most lectures are average Students have difficulty sustaining

interest for 50 minutes. (15-20 minutes is the max for sustained focus)

Some students are not “lecture learners.”

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Benefits

Classes can be oversubscribed. Bricks and mortar issues relieved. Students are given alternative

learning venues. Students can relearn/relive the

learning experience through the TML materials.

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Benefits

Teaching resources can be applied in a more productive way.

The traditional format is maintained for those needing it.

Students know clearly the rules of the course.

Standardization of course materials.

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Possible issues

Day before exam classroom compression.

Instructor may tend to lose the “sense” of the class.

Does TML favor “knowing how” over “knowing that?”

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Which Scenario?

Dependency on learning research Dependency on societal resources for

education Dependency on resolution of many

unknowns Dependency on societal acceptance

of a new learning format(s).

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Visual Algebra Process

S hape ,da ta ,

g rap h ic ,o r an im a tion

Differentiatetypes

Construct a model

Formulate re lations

Construct data

Formulateproblem s

Solveproblem s

Family ofm odels

M odel tutorials

Type tutorials

Visual algebra processTraditional

From the student’s world

- visual component