1. 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

2. Local Instruction
traditional, regularly scheduled, on-campus instruction

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

4. 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

5. 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

6. Among these features are:
Efficiency
Convenience
Economies of Scale
Flexibility

7. 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

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

9. 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)

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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.
links, chats, FAQ,

17. 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)

18. 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

19. 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

20. 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

21. 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

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

23. 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

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

25. 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

26. 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

27. 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

28. 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.

29. 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

30. 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

31. 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

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

34. Project Goals Ultimate goal of project Relationship to other projects
High-level timing goals

35. Description Describe the project in non-technical terms
Use following slides for discussing status, schedules, budget, etc.
FOR MORE INFO...
List location or contact for specification (or other related documents) here

36. Competitive Analysis Competitors
(you may want to allocate one slide per competitor)
Strengths
your strengths relative to competitors
Weaknesses
your weaknesses relative to competitor

37. Competitive Analysis, cont.
Competitors
Strengths
Weaknesses
FOR MORE INFO...
List location or contact for competitive analysis (or other related documents) here

38. Technology New technology being used Standards being adopted
benefits
Standards being adopted
Standards specifically being ignored
drawbacks & benefits
DYA: define your acronyms!

39. Team/Resources
State assumptions about resources allocated to this project
people
equipment
locations
support & outside services
manufacturing
sales

40. Procedures
Highlight any procedural differences from regular projects of this type
Discuss requirements, benefits, and issues of using new procedures
FOR MORE INFO...
List location or contact for procedures document (or other related documents) here

41. Schedule Review high-level schedule milestones here
FOR MORE INFO...
List location or contact for detailed schedule (or other related documents) here

42. Current Status High-level overview of progress against schedule
On-track in what areas
Behind in what areas
Ahead in what areas
Unexpected delays or issues

43. Related Documents marketing plan budget post mortem submit questions
location or contact name/phone
budget
post mortem
submit questions