1. Online student support via MathsCasts Birgit Loch Mathematics Swinburne University of Technology bloch@swin.edu.au Olivia Gill Department of Mathematics & Statistics University of Limerick Olivia.Gill@ul.ie Tony Croft Mathematics Education Centre Loughborough University a.c.croft@lboro.ac.uk

2. EMAC 2011 What are MathsCasts? Short screen videos of mathematical explanation Created with Camtasia Studio on a tablet PC Can be played back on smart phones, i-devices, computers. Online or offline. Created by tutors in the Mathematics support centres Do not require expert technical knowledge or A/V staff to produce 2

3. EMAC 2011 What are MathsCasts? (cont.) Funding at Limerick and Swinburne About 250 produced so far Available for free to anyone via iTunes U and from http://mathscasts.org (e.g. Sarrus’ Rule)http://mathscasts.orgSarrus’ Rule 3

4. EMAC 2011 Why are we producing them? To extend support hours of the maths support centres To provide students with additional flexible learning options To bring mathematics support into the 21 st century To allow students to watch an explanation first, before coming to the support centre (FAQ) To cope with increasing demand (Australia) or decreasing funding (Europe) 4 Focus on our students – anyone else who watches is a bonus

5. EMAC 2011 Why are we not using what’s available already? Students identify with their university. Personalised. Topics our students struggle with. Students can visit the tutor who recorded in the support centre. Familiar voice. Faster to record than find exactly what you are looking for. Because mathematicians just don’t!??? Research into enhanced student learning and best practice of creation from maths support perspective. 5

6. EMAC 2011 Production of MathsCasts Topics are identified at all three unis Recorded by tutors: local needs come first Reviewed by tutors/lecturers (guidelines to check for quality – what do you reject?) Keeping track via Google Spreadsheet (also includes metadata) Credit slides at start and end Creative Commons licence 6

7. EMAC 2011 Google Docs Spreadsheet 7

8. EMAC 2011 First frame 8

9. EMAC 2011 Final frame 9

10. EMAC 2011 The Pilot Cohorts selected at each university Feedback from students At this stage: only interested in how our students use MathsCasts and what impact it has on their learning. 10

11. EMAC 2011 Loughborough Differential Equations unit: 1 st /2 nd year maths majors, 220 students Feedback on teaching quality: 139 responses MathsCasts not mentioned on form, but 12 students commented on MathsCasts: – “the videos of the solutions [to tutorial questions …] were very useful” – “the course materials including screencasts were all very good/clearly thought out” – “do more video solutions on [the LMS]” – “more video for different examples” 11

12. EMAC 2011 Loughborough (cont.) Unsolicited email from student with Autism Spectrum Disorder: – Finds “lecture halls and tutorial rooms confusing and distracting” – “since I found the screencasts the module has been transformed” – Can be played back in quiet environment: “It is like having a teacher on demand.” – Suggests: double speed playback for native speakers: “For example the night before the exam, I watched the screencasts at double-speed and this allowed my memory to be refreshed quickly.” 12

13. EMAC 2011 Limerick Head Start Maths, 1 week revision programme Questionnaire at end of week 16 of 36 students used MathsCasts on daily basis All 16 found MathsCasts useful: replay, revisit from home, pause, “consolidate some things […] learned earlier in the week” “Good way to prepare for the lecture” “They explain what the reason for using a particular formula or rule is“ 13

14. EMAC 2011 Limerick (cont.) 15 of the 16 students believed that conceptual understanding could be enhanced by watching MathsCasts. Reasons: – learning at your own pace – clear explanation of concepts – reinforcement of what was covered in class – “Different stimulation” Improvements: create more MathsCasts 14

15. EMAC 2011 Swinburne Two parts to the pilot S1 2011 – Available on the MASH (Maths and Stats Help) Centre website. – Advertised during orientation session to all new first years – 144 responses to survey across four 1 st year mathematics units for Engineering, Science and Aviation students – Value: “pause and review steps”, “step-by-step solution” – 10 had watched the screencasts – “Wasn't aware of them”, “I know that they are there but I never seem to get round to them” 15

16. EMAC 2011 Swinburne (cont.) S2 2011 – Integrated on LMS site for Engineering Mathematics 2 – Active promotion in lectures, and via announcements – Feedback early in semester (n=13): 40% fastforward, rewind to concentrate on most helpful sections 30% pause and think about an explanation 45% watch an explanation, then try the problem themselves >50% watch a screencast more than once – “I think other than lectures and tutorials, Mathscasts are the most powerful tools. Simply the best.” Students asked to have second year covered as well 16

17. EMAC 2011 Summary of feedback Students love MathsCasts. Will they still turn up for lectures? Most useful features: – Off campus support – Concise, clear – Can pause, rewind, replay, fast forward 17

18. EMAC 2011 Issues Navigation, quick location of relevant MathsCasts, for – students enrolled in specific units – Students visiting maths support centres – students who come to the maths support website – anyone else who is interested Different levels of explanation across universities – Assuming different backgrounds – Variety of programs with mathematical content 18

19. EMAC 2011 Some research directions Effectiveness of MathsCasts for support Active learning through MathsCasts Instructional design of MathsCasts Transferability of MathsCasts 19

20. EMAC 2011 Please review some MathsCasts and provide feedback! Needed for: Quality control Improvements Go to: http://mathscasts.orghttp://mathscasts.org A big thank you to the Swinburne Library staff who’ve made MathsCasts available on Swinburne Commons and iTunes U and for the design of the MathsCasts logo! 20