Paul Eakin Department of Mathematics University of Kentucky Development of an Integrated Local/Distant Mathematics Instruction Program: A Progress Report Paul Eakin Department of Mathematics University of Kentucky

Local Instruction traditional, regularly scheduled, on-campus instruction

Distant Instruction: Formal instruction in which student participation is substantially independent of time and/or location

Our Experience and Basic Premise Traditional format is as good as it gets in terms of cost of instruction and quality of experience. serves as standard to measure success with DL

Observations: Distance learning and on-campus instruction employ the same technology. Features technology promises DL could be brought to on-campus instruction On-campus instruction can therefore provide a development platform for DL

Among these features are: Efficiency Convenience Economies of Scale Flexibility

Strategy: Develop on-campus versions of courses which employ the distance learning tools and techniques intended for distance learning Unify DL and on-campus instructional development Permits DL development with “safety net” Provides reference frame for comparison Spreads cost over much larger base

If you can’t make it work on campus you have no hope of making it work off-campus.

Development Course: MA123 Basic 3 semester hour calculus course Under development about 4 years Added new components incrementally html (free) text ( AY 1996) computer laboratory exercises (AY 96) web-based homework system (Spring 1999) on-demand lectures on the web (Fall 1998) text materials and lectures on CD (Fall 1999)

Course Format: Fall 1999 Web-based homework system video lectures on web “Free” text html (online) Postscript file hard copy from bookstore ($6) Class time used for recitation Multi-section, common exams

The Basic Course: Ma123 3 semester hour intro calculus course General studies course Approx 1200 students per semester in sections of about 35 first-day enrollment Course generally not considered a success high dropout (over 30%) poorly prepared students low student/faculty satisfaction

Ma123: Fall 1999 23 “traditional sections” 7 experimental sections (xxx students) sections of about 30 taught by xxx GTA’s, PTI’s, and Faculty 7 experimental sections (yyy students) taught by 2 faculty and 2 GTA’s

Format: Traditional Standard text undergraduates employed as homework graders 3 (uniform) midterm examinations plus final class meets three hours per week of formal lecture by instructor

Development Sections “Free” text (html, hard copy from bookstore ($6) ) web-based homework system formal lectures on Internet and CD class time (3 hrs per week) used for recitation, collaborative work, ad hoc lectures at instructor’s instruction 3 (uniform) midterm examinations plus final

Description of WQS Server-based system materials prepared in html format data files (controlled by instructor) format (picture) supports html cgi script uses it to build “on-the-fly” web pages wqs-dirs file (controlled by instructor) used by system to build menu page for individual instructor

WQS text Use of Maple and Perl Scripts (stages,directories) Review materials log files and data collection currently returns answers used for participation interested only if worked with system not whether answers are right. Email links, chats, FAQ,

WQS Video Materials prepared by faculty conversion to ASF and formatted by grad students and staff lectures by faculty and graduate students separate video (original system) merged text/video (latest system) (pictures)

WQS CD Natural corollary of HTML format Originated through necessity easily made, cheap Originated through necessity Strongly favored by upper-level students Not used by lower

Student Access 2000 terminals on campus + high speed net Problems guaranteeing viewers, access High speed dorm net (cable) most 123 live on campus Most 322 live off -campus Lab picture Note was able to view in daughter’s dorm room at IU off-campus students immediately wanted access - CD works beautifully

Current Results: Quite comparable first test disaster (review of algebra) immature Second test very high grades (80%+ average) High level of acceptance of text/hw weaker students have lot of trouble with video-based lectures (compliance) Strong correlation scores/attendance

This is an interim report on: Our efforts to develop such a methodology design philosophy physical infrastructure staff infrastructure Initial attempt at developing a “local, local/distant” version of an extant course

Search for “distant” metaphors for common course features: Classroom Office hours tests text handout lecture etc.

Basic On-campus Prototype: the large lectured course with recitation sections Large lecture analogous to remotely delivered lectures small recitation sections analogous to small groups of remote students coordination of sections analogous to coordination problems for numerous remote students Employment of teaching assistants to leverage faculty time well understood

Pictures: Large section (entertainment) recitation section (service) office hours (service)

First Step: Model large section lecture format in manner that: Is Systematic, Conserves Faculty Resources, Is placed in course context which provides comparable experience, value to on-campus student, Can serve as analogous component of distance learning version of course, On-campus use will thoroughly test effectiveness as lecture component for DL

Original Lecture Model: Identify regularly scheduled class and move it to ITV classroom and record them as they are given to in-class students. Provide lectures to distant student by tape, web, direct tv, etc. Viable for expository material including mathematics for sophisticated audience restricted viewing surface slow pace because of time for calculations

Original Model (cont.) High information rate of prepared lectures (no “pause” or “rewind” button for in-class students) technical problems can necessitate re-doing some material (includes simple restarts) * disquieting for in-class students

Lecture Preparation (Current Model) : Faculty prepare lectures in advance and record them in studio setting students welcome to addend (they don’t) Staff edit recorded material into web-based video lectures with integrated web pages based on faculty “notes” for lectures Maple worksheets, Power Point slides, etc.

Lecture Deliver : Fall 1998 Students view lectures on Web Available asynchronously Currently in MS ASF format (free viewer available) 500K data rate limits video access to campus LAN Random access limits number of concurrent users to net capacity Class time spent in recitation format

Next Step: Model office hours Model open office hours “help desk” scheduled appointment format Individual student , small group ( 1 to 3) use conferencing software Model open office hours “help desk” open access

This suggested that: It is possible to unify the lectures for in-class and distance students, providing them to the local students in real time and the distant student by transcription. By identity of instructional and DL technology it is feasible to project course services as well as information transfer beyond the campus

In -class faculty lectures recorded local global picture Lectures viewed by distant students

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