ࡱ> wv[( / 00DArials 93omantt-x: 0"DTimes New Romantt-x: 0 DWingdingsRomantt-x: 00DBauhaus 93omantt-x: 0R A .  @n?" dd@  @@`` tl@z"  .. ..21 % &'()*+,-./0123456789:;<=>? 0AA@8  3ʚ;ʚ;g4BdBdt_x: 0.ppp@ <4dddd@ 0t- 80___PPT10 UDistance LearningThings Learned Teaching Online Mathematics Courses Mike O Lear, AdjunctM8=  My ExperienceJTaught online (2001-2005) at Great Falls COT Introductory Algebra (MA 005) Business Math most success Intermediate Algebra (MA 100) Statistics (MA 241) least success My ExperienceUsed WebCT initially poor environment for mathematics No MathType No coordination with symbolic algebra software (Maple, Mathematica, etc.) Clutsy way to make HTML files had to use Netscape Composer to do HTMLP08 @ Experience&Until WebCT got better, used Pearson Course Compass MyMathLab as the virtual environment 1 year later, WebCT got upgraded--sufficient as a mathematical classroom Now (2009), BlackBoard seems very adequate to support the classes I taught Cindy L. presently uses it in STAT 216P) *B \ ExperienceTook a 3 credit class from MSU Bozeman on teaching math distance classes Had various seminars on distance learning Had seminar from U of IIlinois professors teaching online Calculus successfully for 10 years @ Experience Tutored online Statistics student from U of Phoenix they don t have online math courses figured out yet, either Tutored multiple online MA 117 students this past spring and summer from Missoula COT there are assessment dangers of taking online quizzes and tests What I Learned From ExperienceIt seemed that GFCOT was beta testers for MSU Bozeman for online math (and other) courses Possibly UM could use UMCOT for same investigation The future is certain for all academic post-secondary institutions online will be implemented  "Administrators Like Online Courses##(LCost savings due to virtual vs actual classroom Larger acceptable student/teacher ratio with online offerings Remotely stationed, possibly cheaper, less  educated teachers available for online offerings Larger geographical area for students I had a student in the Philippines in my Stat class ''  "Administrators Like Online Classes##>Monitoring of classes can more easily and more covertly be done if they are online Book publishers and special interests are successfully lobbying Administrators pitching their claims of online possibility and success mathematics/science is rarely mentioned in these discussions, however #Students (Mostly) Like Online Class$$(.Cost savings don t have to drive and dress for class, don t have to get a baby sitter Convenience don t have to alter job schedules to match school schedules, can have  class 24-7 Any location (including during vacation trips, hospital stays, etc.) can be used to  attend class  #Students (Mostly) Like Online Class$$(tYou can have extra  help next to you during online homework, quizzes, and tests, which you would not have face-to-face (FTF) Grading is  easier in online equivalent to FTF math courses -Some Math Teachers Like Online Course Options..(tFewer math/science teachers than, say, History, English, Education, Psychology, etc. teachers, however All of us (Mathematics teachers) must resign ourselves to the inevitability of the movement reaching us like subdivisions  coming to Bozeman ranch/farm property in the early  70 s prepare for it, don t fight it (Some Concepts of Teaching Online Learned))(~I  morph from a teacher into more of a facilitator when going online with class I must inventory  what works for me in the classroom and find equivalencies online --PowerPoints and video lectures are NOT panaceas to equivalencies --video conferencing is too expensive and inconvenient, for either school or students0   (Some Concepts of Teaching Online Learned))(Resign yourself to some percentage of  failure the first time(s) you present online course supervisors should realize this, I hope, rather than expect  instantaneous perfection --realize that students (and you) are beta-testers --you will be more open to constructive changes (changes which are effective) --you will get better quicker in your course d:$(Some Concepts of Teaching Online Learned))(Do offering hybrid and then morph into full online later, if possible --what you can t find equivalents to online, then keep them FTF --I had phone  office hours as well as chat lines (for slow typers, who couldn t join conversations) --I set up tutoring centers in Bozeman, Missoula, and Billings (as well as in Great Falls) for FTF help FW(Some Concepts of Teaching Online Learned))(< Important assessments should be done FTF --I had all midterms done in a proctored  test center , with finished exams immediately sent to me for grading I did homework and some quizzes online, however Encourage  geographical clusters of students to form study groups with extra credit(*U(Some Concepts of Teaching Online Learned))(BMandate a campus computer room visit (before the semester starts) for a 1 hour visitation with you --so you can  size each other up --so class expectations can be imparted FTF --so students can have a guided  surf of your class web site --so students can meet (group) with each other"cZZ"(Some Concepts of Teaching Online Learned))(Not all students are  suitable for online classes --the most organized do best online (notice I did not say the smartest) --the more self-teachers and self-sufficient (rarely found) do the best --must be technically  literate and have dependable, middle aged computer (at least), and access to backup --must have a friend who is a computer geek to help with problems$3ZBZu(Some Concepts of Teaching Online Learned))(Use course email for ALL class business don t respond to students who contact you on other email accounts This will keep the complete class records (gradebook, email, class documents, etc.) at one electronic location true even for hybrid classes X(Some Concepts of Teaching Online Learned))(The most successful online math offerings are those with high volume of algorithmic content --Business Math --(some) 100 and 200 level offerings --I used Workshop Stats book best in online but still ended up with poor results\(Some Concepts of Teaching Online Learned))([You will spend more time preparing for the course (the first few times) longer than it is worthwhile to do, or more than you are paid to do If possible, have parallel FTF and online sections for students to enter If I have paper grader, have him/her post online documents, post grades, do chat lines, fix technical problems, make phone calls, etc.\Z\ Learned Online Teaching Concepts&The text I use online may be quite different than that used FTF for the same class --FTF I used Velleman 2nd Ed Statistics for STAT 216 --online I used Workshop Stats, 1st Ed for STAT 216 --I used Velleman once online, and it was a disaster better, somewhat, with WorkshopBSk>g,a_DU of Illinois ExperiencePCame to MSUGF and put on a day long seminar in 2003? Had completely online pre-calc., calc. 1 and 2, and was going to do lin. alg. next successfully!! Course designers were 2 math professors and 2 or 3 high school teachers from the area needed online for corn farmers in the Champagne-Urbana area)Z),y U of IllinoisThey had Mathematica demos and homework weaved throughout the curricula online student connection to Mathematica They had TA s man phones on multiple office hours and email answers to questions and do class  bookwork online. They authored their own text, made it available online through passwords of Adobe .pdf documentsCZC> Q   U of IllinoisThey had  study centers at remote locations around Illinois, and places on main campus for online students to study or get tutored They had online homework, interactive kinds of work, group work, problem solving threads, etc., all online and it was effective for students!! At the seminar, they gave us a  thought problem , which I solved with Sketchpad on their Mac laptop I recommend they come here and give seminar on mathematical online offering successesZ!Dangers of Math. Online OfferingsDo all major assessment FTF, not online --avoids cheating --maintains uniformity of assessment Do homework, minor quizzes, group work/ proposals/results online --automatic feedback nice --automatic grading nice4(9A5Online Math. DangersMultiple choice answers can be teaching wrong mathematical objectives or  bad math  so review EVERY TestGen question you will post online, for correctness of math. and correctness of assessment probe (make sure the question  does what you want it to do for students ) --rounding problem questions all right or all wrong teaches students to get the right answer instead of learning any math. concepts*  d% ,Online Math.  Dangers PDon t publish long winded documents or announcements online. Students (even the good ones) will pay attention to between half a page to one page of written information or instructions the rest will be glossed over or misinterpreted, or just not read! Say things online  short, sweet, and clear !Summary3 kinds of teaching attitudes about online (from Chronicle of Higher Ed paper) [1] opponents FTF teaching, in the classical tradition is the only way to go fight online movements to the  bitter end [2] pragmatic opponents online will be done, but is second-best alternative!I am this [3] full blown supporters of online  Intellectually equivalent of FTF courses !author was thisPO4 &Q & ,  R "SummaryI think online will work good enough for students and our standards if the teacher puts much thought into how to accomplish the same goals as in FTF What cannot be done online must be retained as in FTF (e.g., tests, tutoring, working in groups, etc.) I had to do much on my own mathematics is not considered in much of the  how to teach online training*cX #Summary,Blackboard is an acceptable and adequate electronic classroom environment (now) to handle most mathematics classes not so just a few years ago. Possibly run  beta programs, using COT personnel and course offerings, and supervise/monitor student learning with your own personnel$SummaryIf possible, start with hybrid (and maybe stay hybrid), adding elements a bit at a time as you feel secure to do so If possible, offer FTF and online course at the same time (i.e., same semester), and compare learning outcomestno  0` j\Vtff3Ÿ` fBff33` .6aR3fi` 3fff` 3fff̙` fff33` f` 3'\m3fff` 33Ţ>?" dd@,?oFd(@ nK<)oAd=nKko2 n?" dd@   @@``PT   = ` `6p>>   P F (    < "P `   T Click to edit Master title style! !$  0 " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0X "` @  >*   0 "`   @*   0\ "``  @* T `P  "`PhB B s *D1" PP   <1"`,$D 0 20   <1"`~,$D 0 20   <쫒1"~H,$D 0 20   <1"G,$D 0 20B  s *޽h ? fBff33___PPT10i. a+D='  = @B + Quadrant   0   ` (    <.1"p  20  <. "`p . T Click to edit Master title style! !  00ג "D T . W#Click to edit Master subtitle style$ $  0. "` ` . >*   0. "`  . @*   0. "` ` . 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H2 I+Things Learned Teaching Online Mathematics .-@Arial-. 2 QCourses.-@RBauhaus 93-. 2 cOMike e.-@RBauhaus 93-.  2 c[OC.-@RBauhaus 93-.  2 c_C.-@RBauhaus 93-.  2 caLear.-@RBauhaus 93-. 2 ck , Adjunct.-՜.+,0    ;On-screen Show   %ArialTimes New Roman Wingdings Bauhaus 93 QuadrantDistance LearningMy ExperienceMy Experience Experience Experience ExperienceWhat I Learned From Experience#Administrators Like Online Courses#Administrators Like Online Classes$Students (Mostly) Like Online Class$Students (Mostly) Like Online Class.Some Math Teachers Like Online Course Options)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned)Some Concepts of Teaching Online Learned!Learned Online Teaching ConceptsU of Illinois ExperienceU of IllinoisU of Illinois"Dangers of Math. Online OfferingsOnline Math. DangersOnline Math. DangersSummarySummarySummarySummary  Fonts UsedDesign Template Slide Titles )_λ0Michael J. O'LearMichael J. O'Lear  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]_`abcdeghijklmopqrstuxRoot EntrydO)Current UsernSummaryInformation(^PowerPoint Document(DocumentSummaryInformation8f