Pre-Calculus Math Modules - CNIE Conference 2008
Transcript of Pre-Calculus Math Modules - CNIE Conference 2008
Merging Pedagogies of Online Learning and New Learning
Technologies
Increasing Success in First-Year Calculus
Acknowledgements
FunderInukshuk Wireless Learning Planhttp://www.inukshuk.ca
This initiative encourages the development of multimedia-rich learning content to allow learners across the country to embrace online learning.
Acknowledgements• SME
– Maria Torres, Athabasca University
• Flash Developer– Hongxin Yan
• CVU ID Experts– Daph Crane, Memorial University– Michelle Harrison, Thompson Rivers University– Moira Morrison, Laurentian University– Ted Keating, Thompson Rivers University
Agenda
• Description of project and relevance
• Design criteria
• Design and other challenges
• Example of AU math module learning activity
• Questions
Project rationale• Just-in-time learning modules
• Algebra - a cornerstone topics in secondary school mathematics (Gomez, 2000).
• High incompletion rates in calculus at post-secondary institutions
Criteria influencing project• Learning environment
• Length of instructional message
• Audience
• Learning object design
• ID Process
• Learner-centered approach
• Technology used (CTAT and Flash)
Learning environment• Web-based
• Standalone instruction
• Flash-based interactivity
• Learner support
Module length• General recommendation - 15 and 30
minutes.
• Impact of Module Length on completion rates:– Longer modules, higher attrition rates (Grant,
2002; Pomales-Garcia and Lui, 2006)– Quitting, pausing or completing a module more
related to module length than media (e.g. text vs. video)
Module length (con’d)• Longer modules - higher attrition rates
• Shorter modules encourage learner persistence (Jun, 2005)
• Thirty minute instructional message typical length of lesson in single subject area (e.g. math or reading) (Polychronis et al., 2004)
Audience• Adult learners, e.g. self-directed, learning
approach utilitarian• Learners who have been out of school for
some time• Learners who have difficulty with basic
mathematical concepts, may be math phobic
Implications of audience for design• Weak academic preparation – lower persistence
and completion rates
• Shorten and modularize curricula benefits adult learners
• Minimize length of learning session
(Chao, Stover DeRocco & Flynn, 2007)
Model of novice learner• No schema with which to interpret new
information, – Information provided in small chunks, or smaller
units (Billings, 1985).
• Give feedback after each action or decision
Learning object design• Maximum granularity
– Limit number of topics per learning activity
– Content restructuring resulting in more, shorter duration learning activities
• Maximum re-usability– Modularize each component of instruction
ID Process• Research on online pedagogy (e.g. math),
algebraic thinking, etc.• Interaction not transmission model, i.e.
learner-content interaction• Limit cognitive load (e.g. simple interface
design)• Ongoing evaluation process (e.g. iterative
design process)
Technology UsedDesign tools:• Cognitive Tutor Authoring Tool (CTAT)• Flash
Limitation:• Example-tracing variant of CTAT not as
flexible as cognitive tutor (java-based)
Design challenges
• Original content structured for print delivery
• No style guide/design guidelines
• Stand-alone delivery (course and instructor
independent)
• Optimal re-usability
• Tool limitations
Importance of design guidelines
• Systematizes and streamlines process
• Sets standards and ensures consistency
• Establishes levels of interactivity and
appropriate use of interactivity
• Establishes level of student support required
AU LO example• Wrapper (minimal navigation, maximum
space for learning content)• Learning activities
– maximum of 1-2 topics– maximum duration 30 minutes
• Optimize interactivity • Optimize learner control• Design timely, supportive feedback
Wrapper Element Region: 750 x 55
Learning Object Region: 750 x 445
Learning activity components• Pre-test and pre-amble (context/rationale for topic,
objectives, pre-requisites)• Topic:
– Concept/Definition– Examples– Exercises– Tutorials– Review
• Assessment• Glossary of terms
Module organization
Where we started . . .
Where we ended up . . .
Demo of AU LO components
Next steps
• Consultation with the CVU ID experts
• Ongoing production of learning objects
• Incorporate suggestions from CVU partners
and others
Any questions?