ADVANCING LEARNING: CONNECTING THE DOTS

Hybrid Mode:

Blending Synchronous

and Asynchronous

Student-Centered Learning

Carol Carruthers

May 24, 2012

FOUNDATIONAL MATHEMATICS

Why was it developed? Who takes it? Teaching collaborative Technology integration Student-centered community learning

TECHNOLOGY INTEGRATION 2008:

Hewlett Packard Higher Education Technology for Teaching Grant - 21 tablet PC ‘s for Applied Science Technology Program (Math/Science)

DyKnow Vision licenses (FASET/ACS/grant/contest)

http://www.dyknow.com/

Project Goals:1) Potential for engagement and retention of students

2) Enhancing student learning and concept application

3) Demonstration of teaching strategy to other educators

TECHNOLOGY INTEGRATION 2010:

Wireless/Mobile 40 Tablet PC lab DyKnow Vision Shared by FASET (Foundational Math/AST)

& ELS (Remedial English)

Project Goals:1) Effectiveness in a larger class size

2) Reproducibility

3) Multi-discipline application

TECHNOLOGY INTEGRATION 2012:

2011 A third 20 seat tablet lab at another campus

Foundational math in mixed-mode (hybrid)

Tablets on the move

Screen casting math group (Technology, Business, Health Sciences, Learning Centers)

CAATtablet group – six Ontario Colleges investigating pen/touch computing

With Technology Integration as the Catalyst

Teacher DrivenStudent Lead

Passive LearningActive Learning

AsynchronousSynchronous

(LMS/Internet)(Pen-based

Computing/Dyknow)

THE CONTINUUM:

SYNCHRONOUS COLLABORATIVE WORKSPACE

PEN-BASED COMPUTING (TABLET PC)

Stylus input – like pencil on paper (no typing)

Annotations focus learners on key concepts

Visual learners can diagram ideas

Notes saved and accessed anytime/anywhere

STUDENT PEN-BASED/TYPED EXPERIENCE :

SYNCHRONOUS COLLABORATIVE WORKSPACE

Parallel solution methodology

Shared teaching responsibility

Insert a poll to gauge student understanding

Online groups share a common screen

COLLABORATION - PARALLEL SOLUTIONS:

REALTIME FEEDBACK/ASSESSMENT:

Request status

Students submit panels

Students ‘chat’ a question

SUBMIT PANELS:

SURVEY RESPONSES: student(s) becomes temporary teacher

“…students can share answers anonymously, we can

correct each other’s work.” modeling methodology “... It influences you because you’re seeing not only your

answers but others own at well and it enables you to discuss different methods of solving problems.”

students actively engaged/participating in class “…I actually did my work and it was done right and

organized which helped for studying.”

anonymous response “I found that the shy students were more comfortable

participating through the tablet and shared control in dyknow than standing up and speaking”.

STUDENT REFLECTION:

THE TRANSITION: GREATER STUDENT RESPONSIBILITY

Online textbook lacked interaction

Supplementing notes with applets and links

Web Quest organization

Flipped Classroom practice

Screen Casting with SeneMA videos

Pre-Class Assignments

WEBQUESTS FOR MULTIPLE DISCIPLINES: Solving Algebraic Equations

http://open.senecac.on.ca/clea/webquest/view.php?id=80_1177

Music Magichttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1179

Science Inquiry – Biologyhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1180

Science Inquiry 2 – Physicshttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1183

Science Inquiry 3 – Chemistryhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1184

English Engagedhttp://open.senecac.on.ca/clea/webquest/view.php?id=80_1185

HYBRID - ASYNCHRONOUS ONLINE SPACES:

Mixed-mode (hybrid) pedagogy

Teacher created online activities

Clearly defined learning outcomes

Increased student responsibility

Assessment strategy reflects outcomes

Format? Work in progress…

STUDENTS DESIGN LEARNING EXPERIENCE: InterACTIVE learning

http://www.mathopenref.com/

Real time response to problem solvinghttp://www.mathsisfun.com/algebra/equation-formula.html

Group competition to solve problemshttp://jeopardylabs.com/play/ratio-and-proportion

Online worksheet generatorshttp://www.math.com/students/worksheet/algebra_sp.htm

http://www.math-aids.com/

Homework used to gauge understanding Online textbook assignments

STUDENTS DESIGN QUESTIONS

MORE INFORMATION: HP Technology for Teaching Grant

http://www.hp.com/hpinfo/socialinnovation/us/programs/tech_teaching/hied_global.html

Seneca’s HP website/Carol’s bloghttp://open.senecac.on.ca/HPtabletproject/https://teachmathwithtech.wordpress.com/

DyKnow softwarehttp://www.dyknow.com/

Student videoshttp://www.youtube.com/watch?v=il-k65CFqpEhttp://www.youtube.com/watch?v=Hd7BsEF1x6g