T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Using electronic handwriting for online technical consultations and tutoring: case studies.

Slides:



Advertisements
Similar presentations
Business School 1 Module Assistants Berry ODonovan PL Student Experience Business Faculty.
Advertisements

Completing the cycle: an investigation of structured reflection as a tool to encourage student engagement with feedback Jackie Pates Lancaster Environment.
Peer Mentoring Works : In the students own words…
CVs & Telephone Skills Top Tips to remember …
How to Succeed in Mathematics WOU Mathematics Department
Project 2 Does using Moodle as LMS in Indo help student learn the content?.
Exams and Revision Some hints and tips.
Welcome to Marketing Strategy 626 How to use our blog: 1 You might already be an experienced blogger. Please read this anyway to learn more about our blog.
Register Laulima Workshop for Instructors Solutions to help you engage your students through Laulima.
It’s Not the Technology It’s the Learning Professional Development September :00.
Copyright 2003, Christine L. Abela, M.Ed. I’m failing… help! Straight facts to help you try to rebound!
March 25, The Blundellsands Surgery Patient Reference Group Questionnaire Results Monday, March 25 th 2013.
HOW AND WHEN TO SUMMON HELP FOR A LIBRARY USER Making Good Referrals.
ESCalate seminar, Swansea Metropolitan University 3 June 2008 Digital tools for blended learning
Jon Anderson Darren Wiberg SYNTHETIC FACTORING: A STUDENT CENTERED APPROACH IN FACTORING TRINOMIALS.
New technologies to aid mathematics teaching Birgit Loch & Linda Galligan Department of Mathematics and Computing University of Southern Queensland
TI-NavigatorTI-Navigator Robert Kowalczyk Mathematics Department.
Recruitment of online tutors Sharon Slade, Fenella Galpin OU Business School.
On campus or distance? Reducing the gap through technology enhanced learning and teaching of mathematics Birgit Loch Department of Mathematics and Computing.
Maintaining Student and Lecturer Relationships within the Virtual Platform Rachel Challen Blended Learning Advisor University of Wolverhampton.
Voice feedback on formative assigments Ian Greener School of Applied Social Sciences.
Experience in Applying Online Learning Techniques in Computer Science & Engineering Dr. Aiman H. El-Maleh Computer Engineering Department King Fahd University.
Considerations for Distance-Learning Math Students Source: Winning at Math, Your Guide to Learning Mathematics Through Successful Study Skills, 4 th edition.
1 Student Perceptions of Assessment Placement: Results and Implications Gregory Anderson ESL Dept (faculty) De Anza College 14 April 2011.
Discussion examples Andrea Zhok.
Tips for lecturers using communication tools: discussion boards & chat rooms Marga Navarrete August 2007.
Technology Day May 5, 2012 Dawn Cox Best practices for new instructors.
Introduction to Programming Environments for Secondary Education CS 1140 Dr. Ben Schafer Department of Computer Science.
New technologies for mathematics teaching Birgit Loch & Linda Galligan Department of Mathematics and Computing University of Southern Queensland
Welcome to MM212! Unit 1 Seminar To resize your pods: Place your mouse here. Left mouse click and hold. Drag to the right to enlarge the pod. To maximize.
Tutoring Workshop Department of Electrical Engineering 21 Feb 2012 Facilitated by: Simon Winberg & Renee Smit.
YOU HAVE TO SELL YOUR CHICKEN TO VEGETARIANS! Unless the student believes he can do something ( self-efficacy ), the student will not engage in that something.
A comparison of two methods of synchronous (real time) interaction in distance learning Jane Montague University of Derby
Enhancing Pen-based Experiences with the Use of Concept Maps Adina Magda Florea, Serban Radu University “Politehnica” of Bucharest PLT’07 Catania
Student Forum March5, pm - Collaborate Students will share their thoughts on topics including: --experiences with online courses --ways instructors.
ISP 1600 for Fall 2007 Web.Edu: How Internet Courses Work Fifth meeting October 7, 2007
Lessons learnt and changed understanding: Can Machine Dynamics students survive without my lectures? Ian Howard Mechanical Engineering.
Can you hear me? Yes = Green Check No = Red X Click the button to submit your response.
Chloe Miles IMPROVING PRODUCTIVITY USING IT. Menu Using Word Advantages Disadvantages Conclusion E-Safety Social Media Dangers of Social Media Sites Staying.
Experience of PebblePad as a Student. VIDEO PRESENTATION.
Understanding Learning Difficulties This activity, titled Understanding Learning Difficulties, represents the first part of a two part professional development.
Texting transition Claire Craig and Neil Mayne. Overview and background The broader context of the work –My research: health promotion –LTA post: exploring.
CHEMISTRY CROSSWORDS: LEARNING ACTIVITIES TO SUPPORT NON-TRADITIONAL STUDENTS IN THIRD LEVEL Christine O’Connor, Claire Mc Donnell, Michael K Seery. Chemistry.
Introduction to the Hawkes Learning Systems Environment for Math 2205, Statistics.
Introduction to the Hawkes Learning Systems Environment for Math 2205, Statistics.
The Power of Voice Tools Vida Barker Professor, Centennial College May 2008.
The use of Technology and development of a Community of Practice Wendy Fisher COLMSCT Teaching Fellow and Staff Tutor in Technology.
Welcome to Human Behavior and the Social Environment Tammy Nemeth, MSW, LSW.
Colleen Taylor, Ph. D. Tongwen Wang, Ph. D. Department of Chemistry Virginia State University.
Mark Dixon Page 1 Tech – Module Introduction.
What are our customers saying and how can we prepare our workforce? Renée McGuinness.
Welcome to Effective Writing I for Health Professional Majors Feel Free to Chat Before Seminar begins at 10pm.
“ I'm still loving the fact that I share a virtual classroom with such a mix of students from all over the world. Other strengths include: engaging, up-
CETL-MSOR 2009 The use of synchronous online tutorials to provide numeracy support for technology students Frances Chetwynd, Helen Donelan, Hazel Heath,
Welcome! Hello and welcome to English Composition 102, Introduction to Literature. I am looking forward to exploring, writing, and discussing literature.
Student Perceptions of Hybrid Courses. Like about Hybrid Format Course 1 For a few weeks, can take things at your own pace Can cover more topics in less.
Semester Pathfinder-Maths-Student Feedback and Evaluation.
University of Oxford Department for Continuing Education Diploma in Computing Retention Study Nic Hollinworth and Raymond Flood.
Learning Mathematics Sarah Stover Literature and Society Dr. Sherry 10/03/11.
Welcome to Human Behavior and the Social Environment Dawn Burgess, Ed. D.
The Further Mathematics network
Dr. Campbell Hime Welcome to Effective Writing 1- CM 107.
Goal Setting Workshop. Goal Setting “When you’re stuck in a dark place and you suddenly see a light, you immediately begin to follow it. That’s why setting.
Welcome to Survey of Social Problems! “When solving problems, dig at the roots instead of just hacking at the leaves.” (Anthony J. D’Angelo) There is Audio!
An Interview Dialogue Name: Period:. Step Five Interview- An Interview Dialogue You are going to read the question and pick the best response. The person.
DSMA 0393/1414 Comments of Students. Co-requisite Model Student Comments Students were given this request on their final examination: Write a statement.
Christa Marsh Southern Arkansas University Biology Professor.
Meet the Teacher Welcome Welcome to the new academic year! As you are aware, we have some fantastic new members of staff on the faculty this year.
Dr Anna Stodter FST Department of Sport and Exercise Sciences
Year 11 & 12 Maths from a students’ viewpoint
Presentation transcript:

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Using electronic handwriting for online technical consultations and tutoring: case studies from mathematics Maths & Computing Birgit Loch Christine McDonald LTSU Janet Taylor Linda Galligan

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Type int_0^inf pi/(x^3)^(1/2)dx Latex \int_0^\infty\frac{\pi}{\sqrt{x^3}}dx The problem

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d VoiceTextImages Phone?? Tele-tutorials?? Audiographic tutorials ?? Discussion groups (eg on WebCT) X? Chat?? One to one; One to many What has been tried?

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Electronic handwriting? What is it?What is it? What hardware do you need?What hardware do you need? –Tablet PC –Graphics Tablet –Mouse What software do you need?What software do you need?

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d How do you do it? (Chat)

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Abbreviations/acronyms – – brb!!!!!, cya, lol, ok, btw, heh, oops, nite, cu Smilies :-o Strange names – –DONT EAT CHEESE BE4 NOON!!! – –Work hard don’t give up, you will make it last – –changing names linked to song titles Icons and emoticons Bad spelling; incorrect grammar – –To compare the male and remale – –Nah that is cool on them for now. Will keep plodding through this module. I'm sure I will be fine, am jsut struggling on this one becuase I don't grasp it as well as I do other stuff What to expect !

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Initial trial of online tutorials S – Failed WebCT chat and whiteboard – – students asked for MSN Messenger in Foundation Maths S Data Analysis & Discrete Maths – –Christine and Birgit S Foundation Maths – –All team members (funded through Department of Mathematics and Computing Teaching and Learning Improvement Grant)

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Aims of the trial in S To effectively provide distance students with an innovative visual learning experience in mathematics that enhances the – –Development of problem solving skills – –Development of basic maths skills – –Development of mathematical communication skills To enhance the student experience in mathematically based courses and develop a supportive community of learning. To provide staff with easy to use tools and methods for teaching mathematics to distance students

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d What did we try in Foundation Maths? Invited 240 students enrolled externally 52 replied, 41 participated at least once in trial Students completed questionnaire on entry and exit Informed about MSN Messenger and loading handwriting option

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d What did we try in Foundation Maths? Online problem solving and skill development - groups – –4 tutors with 5 groups in three entry points – –Tue/Wed nights each week in S1, for one hour Online consultations – individuals – –All external students invited, 1 tutor – –3 weeks before exams, available all day and 1 night each week

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d How did we do it? Chat groups (between 2 – 8 students) Each week designated problem solving or skill development Linked to web discussion group activities, replacing discussion contribution requirement Downloaded questions from Study Desk Asked to think about them before the session Surprise questions allowed Allowed to submit as part of ‘Workshop assessment’ (4%)

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Starting off Natalie says: I guess so, don't know how to check. Janet - Maths writes: Student A says: yep I have it. Student B says: try and write a message yourself Student B says: beside under the send button is an pen with a line click that and write something Student C writes: Janet - Maths writes : Student C says: My writing thing works now as you can see Student D writes :

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Birgit says: who of you can write? Student 1 writes: Student 2 says: not me Student 3 writes: Student 4 says: you showed me before and its not pretty but can be done Student 6 writes: Student 4 writes: Birgit writes: Student 5 writes: Student 3 writes: Birgit says: can anyone see what Student 4, I and Student 5 have written? I can't First attempts

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Socialising? Conversation 1 Student 1 says: so what do we all do fro a job im a surveyor Student 2 says: work at an enigeener firm Student 1 says: kool Student 3 says: elec engineering cadet in mining Student 4 says: cadet civil drafter Conversation 2 Student 1 says: yes i am. how are you sine the Blues won Student 1 says: *since Linda G says: Hummmm Linda G says: i am not one eyed - so i think the blues did a good job! Linda G says: but if it wasnt for that 20 mins (sigh) Student says: nah i think the Blues did crappy just the Maroons were worse. i was nearly a qld supporter by the end of it.

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Problem solving – the aim Student 1 says: Yeah - we are supposed to work out if female times for the 100m will ever match / pass males times for the 100m Student 2 says: the aim would be to determine wheyher female atheltes will eva reach or surpass their male counterpats Student 3 says: I believed the aim was to apply your knowledge of linear functions and simulataneous equations to determine the exact point of intersection (if there is one) where female athletes surpass the male athletes for a better time in the 100m run Student 1 says: Student 3 - I would have thought that might be more of the methodology? Student 1 says: I think Student 3’s is right, but if you go straight for the methodology, sometimes you may exclude other simple methods to answer the objective Student 3 says: oh ok, so just not so detailed...

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Problem solving - results Janet - Maths writes: Janet - Maths says: knowing somthing about isosceles triangles might help...do you know anything about them? Student 1 says: the two angles opposite are equal? Student 2 says: it mentions that each of the four area can be divided into two triangles the centre points are all 90 degrees

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Problem solving Student 1 says: 45 Student 2 says: A = D? t/f the same equation as for D? Student 2 says: But looking at the picture DC seems shorter than AC.

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Skills – re-arranging equations Janet - Maths says: try this one Janet - Maths writes : Student D writes : Student A writes :

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Student D writes : Janet - Maths says: excellent....make usre the saure root covers the 3 on the bottom too...( I know it is hard with the mouse) Student D says: yes it is. Student E says: brb Student C says: I don't understand why we put the + - in front of the square root. Student B says: because you have to allow for the fact that we don't know if the y value will be either positive or neagtive Student D says: Because the y number could be a postive or negative number

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Janet - Maths writes: Janet - Maths says: Have a go at these two Student B writes: Janet - Maths says: great Student C writes : Janet - Maths writes:

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Consultations handout

Student comments I think it went well, like you said some confusion to start with but now that we are set up it should go smoothly next week. It is much easier than the other discussion I have found this tonight to be of great help especially with your handwriting, I feel like i am in a classroom looking up at a chalkboard It was my first time using this program, and I found it fairly easy to operate, I definitely give it the thumbs up! It would also make studying chemistry a lot easier, with all the formulas and such. Wish I had it years ago ! Thankyou for you help this evening Birgit, my brain is starting to hurt, so I'll pass on another question, I learnt a lot tonight particularly with regard to talking about maths problems, thankyou for your time

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Analysis of survey - prelim Valued the interaction – –Real-time responses rather than asynchronous discussions on WebCT: “no post and wait a day to get a response” – –“helped me gain confidence in seeking assistance if needed” – –“you were not the only one stuck with certain concepts” – –Prior to the tutorials they felt isolated: “sense of being in a class” Motivation – –Felt motivated and kept on track Presence of lecturer – – “conversation tends to stay on topic and less time is wasted” Handwriting: – –“most helpful in problems that involved diagrams and angles” – –Would prefer a “pen mouse”, handwriting readable though – –Tutes would have been difficult without handwriting Size of groups – –Participants about 3-6, maximum 10 students

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d What we thought Very rewarding Thanked by students after every session Time consuming (student/staff ratio) Built a learning community, and we were part of it

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d Future directions Offer at designated consultation times Complement phone conversation Used in lectures, recorded for later student access Now also being trialed in – –The Learning Centre – –PALS sessions E-ink can be easily included in s

T h e U n i v e r s i t y o f S o u t h e r n Q u e e n s l a n d