1. TAAAMS – October 13, 20071 Math 1324 – Finite Math Course Redesign G. Donald Allen Department of Mathematics Texas A&M University College Station, TX dallen@math.tamu.edu Texas Association of Academic Administrators in the Mathematical Sciences

2. TAAAMS – October 13, 20072 Problem Solving & Technology “It turns out that technology works best when it is solving a problem that people have come up against.” ---Robert Zemsky, chairman of the Learning Alliance for Higher Education

3. TAAAMS – October 13, 20073 Systemic Problems in Education Students don’t read well Students aren’t motivated Time and place factors The lecture is over-rated Student accountability Teacher-student communication gap

4. TAAAMS – October 13, 20074 Educational Technology Has been proven effective when… –Implemented carefully –Leadership is on board –Professional development is given –Appropriate curricular design is achieved "Technology in Schools: What the Research Says“ Cisco - Metri

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6. 6 THECB & Texas Education Code Section 61.0763 - To "implement a project under to revise entry-level lower division academic courses... to improve student learning and reduce the cost of course delivery through the use of information technology". Section 61.0762 - To "develop incentive programs that implement research-based, innovative developmental education initiatives... to enhance the success of students".

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8. 8 THECB -Course redesign funding Phase I Projects (07C) – –history (University of North Texas) –Calculus (UT TeleCampus) –English composition (DCCCS & Texas Tech University). Phase II Projects – 6 projects –College algebra – Del Mar College Phase III Projects – 17 projects to be completed by August, 2009

9. TAAAMS – October 13, 20079 Phase III - Math Projects 1.Developmental math – UTB 2.Math 1342 (Elementary Statistics) – UTB 3.Math 1324 (Finite Math) – TAMU / WTAMU 4.Algebra Professional Development Modules – UNT 5.Developmental Math & College Algebra – UNT & North Central Texas College

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11. TAAAMS – October 13, 200711 National Center for Academic Transformation NCAT is dedicated to the effective use of information technology to –improve student learning outcomes –reduce the cost of higher education NCAT provides expertise and support seeking proven methods for providing more students with education.

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13. TAAAMS – October 13, 200713 Types of Course Redesign The Supplemental Model The Replacement Model The Emporium Model The Fully Online Model The Buffet Model

14. TAAAMS – October 13, 200714 Course Redesign Overheard in the student center… I sure miss the good ‘ole days when there was just the lecture. Then I knew what to complain about.

15. TAAAMS – October 13, 200715 Supplemental model Retains the basic structure of the traditional course May simply supplement lectures and textbooks with technology-based, out-of-class activities to encourage greater student engagement May add technology-based, out-of-class activities and also change what goes on in the class by creating an active learning environment

16. TAAAMS – October 13, 200716 The Emporium Model Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance. Replaces multiple sections with one large section of all students. Depends heavily on instructional software, including interactive tutorials, practice exercises, solutions to frequently asked questions, and online quizzes and tests. Requires a significant commitment of space and equipment.

17. TAAAMS – October 13, 200717 Replacement Model Reduces the number of but not all in-class meetings Replaces some in-class time with online, interactive learning activities Assumes that certain activities can be better accomplished May keep remaining in-class activities more or less the same – or make significant changes May schedule out-of-class activities in 24*7 computer labs

18. TAAAMS – October 13, 200718 The Fully Online Model Eliminates all in-class meetings and moves all learning experiences online. Adopts successful redesign elements including Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback, links to additional resources and alternative staffing models.

19. TAAAMS – October 13, 200719 The Buffet Model Customizes the learning environment for each student. Modularizes course content. Requires an online assessment of student's learning styles and study skills. Offers students an assortment of individualized paths to reach the same learning outcomes Includes an array of learning opportunities for students: e.g. lectures, individual or group discovery laboratories, individual and group review

20. TAAAMS – October 13, 200720 Technology is not a sure fix …

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22. TAAAMS – October 13, 200722 WebCalC Features: Fully online setting but Studio setting –Perfect mathematical typography, great color and graphics –Interactive quizzes and exams; Internet linked; fast downloads –Symbolic mathematics capabilities –Complete solutions to examples and exercises –Question-answer notes –Animation and Java, sound and video Years of testing! Authors: Don Allen, Phil Yasskin, Michael Stecher

23. TAAAMS – October 13, 200723 Facilitator Mode Facilitator mode - In the facilitator mode, the instructor is in the classroom with the students during a regularly scheduled period. Answers questions in situ Assigns/collects/grades homework Keeps the pace Makes/grades exams and quizzes Holds office hours What is studio mode?

24. TAAAMS – October 13, 200724 Lessons learned Students adapt to online learning without difficulty. Students learn to "get to work" right away, making efficient use of their time. Students like the task-oriented environment. Students can work together.

25. TAAAMS – October 13, 200725 Lessons learned Greater student friendliness Increased task orientation Increased ease of navigation Faculty bulletproofing In follow-up studies, it appeared the WebCalC students did slightly better than those in traditional sections.

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27. TAAAMS – October 13, 200727 TAMU/WTAMU Team TAMU –Don Allen, Ben Aurispa, Al Boggess, Kathryn Bollinger, Janice Epstein, Sandra Nite, Heather Ramsey, Sherry Scarborough, Robert Wheeler, Jill Zarestky Team WTAMU –Dan Seth, Greg Lawler, Becky Walls Evaluators –Claudia Davis, Pat Stone

28. TAAAMS – October 13, 200728 Goals 1.Improve learning outcomes 2.Obtain greater success rates 3.Reduce costs 4.Improve perception of mathematics as a a.Subject to know b.Subject to apply

29. TAAAMS – October 13, 200729 Redesign Modalities Materials development Classroom redesign modes

30. TAAAMS – October 13, 200730 General Redesign Structure Learning outcomes-based materials Video everything Online homework Class format flexibility Textbook mapping

31. TAAAMS – October 13, 200731 Features Video lectures (with integrated quizzes) – 30- 45 minutes Tutorial videos –short 3-10 minute videos on special topics Problem videos –videos consisting of one or two problem solutions Weekly quizzes & Online and off-line homework systems Calculator tutorials – self contained tutorials Textbook mapping – what’s that?? Applets

32. TAAAMS – October 13, 200732 Course Redesign --- NOT!! Find the center of the circle described by x 2 + y 2 - 2x + 2y = 21. a. (2, -1) b. (1, -1) c. (2, 2) d. (-1, 1) e. None of the above You have five chances to answer correctly.

33. TAAAMS – October 13, 200733 Applets (to date) Sets Compound Interest Matrix multiply Revenue-Cost curves

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35. TAAAMS – October 13, 200735 Course Redesign – class format Flexibility is Key!! Monday/Wednesday/Friday –Monday: preparing for the week –Wednesday: general discussion of materials –Friday: in the lab for tutorials and weekly quiz

36. TAAAMS – October 13, 200736 How much - How little, Online? “We have to look at what we’re trying to accomplish in a particular course and figure out the right blend of face-to-face and online. That blend is going to vary from subject to subject and particularly from student to student because students are quite different in their needs” ---Carol Twigg ( Educause Review 29 (4): 50-62 2004 )

37. TAAAMS – October 13, 200737 Evaluation Decrease the D-W-F rates Increase the retention rate Increase student learning and retention of knowledge and skills Increase student motivation and course satisfaction Create quality on-line course content and assessments

38. TAAAMS – October 13, 200738 Bringing it Online Spring ‘08 Pre-pilot, evaluate Summer ‘08 Repair, revise, complete materials Fall ‘08 Pilot, evaluate Spring ‘09 Production version Summer ’09Preparation for distribution

39. TAAAMS – October 13, 200739 Sustainability Sustainability rests upon –Success in increasing retention rates and student learning –Ease of use by faculty & faculty buy-in –Continuing work on the project beyond the expiration of the grant –Reducing instructional costs –Faculty training

40. TAAAMS – October 13, 200740 Dissemination Dissemination rests upon –Direct contact with other campuses (demos) –Flexibility of product use –Textbook mapping –Faculty handbook on course use –Commercial contracts?

41. TAAAMS – October 13, 200741 E-Learning/Course Redesign Eases communications for students Offers the convenience of time and place Attracts well-motivated students Provides an alternative to the “failed lecture system” Improves student and institutional flexibility Gives the “high” in the new “hybrid” courses.

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43. TAAAMS – October 13, 200743 Future Competitions Phase IV RFP is in the planning stages Find partnering institutions But… What course to select? –CCGN 1314 – College Algebra –CCGN 1324 – Finite math –CCGN 1325 – Business calculus –CCGN 1350/1 – Fundamentals of math I,II

44. TAAAMS – October 13, 200744 Future Competitions What course to select? –CCGN 2312 – Precalculus –CCGN 2313/14/15 – Calculus I, II –CCGN 2318 – Linear Algebra –CCGN 2320 – Differential Equations

45. TAAAMS – October 13, 200745 More Information THECB http://www.thecb.state.tx.us/AAR/coursere design/ http://www.thecb.state.tx.us/AAR/coursere design/ NCAT http://www.thencat.org/

46. TAAAMS – October 13, 200746 Course Redesign --- NOT!!