Week 9 Developing an Online Class

This is my description for my online elementary algebra class at Riverside Community College.



The students in this class would be community college level students ranging in age from 14 yrs and older. The average age for the community college student in Moreno Valley is between 17 -23 years old. The students would be from all ethnic backgrounds and located primarily in the Moreno Valley and Perris community, but could come from other counties as well. About half of the students in the class would have been placed in the class according to the students' results on the placement exam, and the other half would have taken the prerequisite course which is Pre-Algebra.

The content of this course would be equivalent to the first year study in the area of algebra. Usually this would equate to 8th grade level mathematics. The main topics would be solving linear and quadratic equations, applying algebraic principles to expressions, factoring polynomial expressions, solving application problems and graphing linear equations on a rectangular coordinator system. The objectives that I would focus on in my class are:

1. Factoring polynomial expressions.


2. Evaluate algebraic expressions.


3. Applying algebraic principles and techniques to the solutions of applications.


4. Use the symbols and vocabulary of algebra to communicate mathematical concepts.

I would evaluate my students by examining their scores on the textbook web-based program called MyMathLab, their participation in discussion boards and chat room exercises and also their sharing of ideas and solutions through email. I would expect them to participate in a synchronous chat room, Skype, or IM discussion once a week at a specific time, probably in the evening. I would give them a choice of two times during the week in which they may participate. If either of those two times will not work for a student, arrangements would be made on an individual basis. The MyMathLab problems would have specific due dates and hopefully the students will not wait until the last minutes before attempting these problems. The idea of having a discussion forum would be to discuss the various problems throughout the week on MyMathLab using the discussion forum.

Session One Goal: Factoring polynomial expressions

Interaction: Student-Content; Student-Instructor

The interaction for my first goal of factoring polynomial expressions would take place using MyMathLab. The students would watch the online videos demonstrating how this process takes place. They may also look at the various examples that are already done for them in their online textbook. The primarily goal would be for the students to engage in the process of factoring polynomial expressions to their complete factored form. The students would work a variety of homework problems, submit their answers to MyMathLab, and get their results. If the students have questions on the validity of an answer, they can always contact me as their instructor and I can assist them in comparing their answer to the software's answer.

The students' evaluation for this exercise would be based on the number of homework problems they got correct from the homework from MyMathLab. The program will allow the student to attempt the homework more than once up until the due deadline. If the students does not get the correct answer, they have a variety of options to learn how to correct arrive at the correct answer. They could ask their instructor, view how to complete that particular problem, or watch a video of how a similar problem is correctly worked out. Then the program will ask them if they would like to attempt a similar problem for full credit. Of course, the similar problem would be the same type of problem with different values included.

Technology that supports this interaction:

• Computer
• Internet
• MyMathLab
• Online Videos

Session Two Goals: Evaluate algebraic expressions

Interaction: Student-Student; Student-Instructor

This goal would be satisfied through the use of an asynchronous discussion board. I would post an algebraic expression and the students would respond to the next step in the sequence on how that algebraic expression should be simplified. If the previous student response is viewed as incorrect, the student would respond by stating where the mistake was and how the mistake can be corrected. This would make sure that students followed the order of operations and that they read what the previous student posted for an answer. I would state a rule that students would only be able to post one step of the solution at a time and not be allowed to skip any steps. Each process of combining like terms, distributing factors or rewriting in descending order would be counted as one step. The goal would be the student who posted the final simplified answer.

The evaluation process for the discussion boards would be at least three postings during the week. The students who actually arrive at the final answer and post the correct final answer would receive a bonus (something small, but some type of encouragement to have the students log on everyday!). If the students have 3 or more postings of either correct next step processes or corrections to a previous post, the student would receive maximum points for that weeks' participation grade.

Technology that supports this type of interaction:

• Computer
• Internet
• Discussion Forum
• Online Videos

Session Three Goal: Applying algebraic principles and techniques to the solution of applications

Interaction: Student-Student; Student-Instructor; Student-Content

This goal would be to correctly identify, step-up, and solve an application type problem (AKA word problems!) using algebra skills learned in the class. I would be able to post a word problem using either a chat room discussion or Skype and the students as well as the instructor could talk about the problem and how to arrive at the correct solution. If Skype was used as the telecommunication media, I could message all of the students in a conference call a particular problem and we could all discussion how we can go about setting up the problem as well as arriving at the solution. If there is any discussions, we could discuss the problem easier using Skype rather than a chat room because we would not have to worry about each students' typing speed as a factor.

The evaluation for this exercise would be to participate in the discussion and provide input towards the solutions to the problems. As an instructor, I would not expect the same student to arrive at the solutions all of the time. I would try as much as possible to keep everyone participating in the discussion and make it as inviting as possible. If I can see that a particular student has been quiet for a while, I might ask that student a question or ask for their input on the next particular step of the process. I would do this not to embarrass the student, but to make sure that their participation is part of the discussion.

Technology that supports this type of interaction:

• Computer
• Internet
• Skype
• Chat room
• Online Videos

Session Four Goal: Using the symbols and vocabulary of algebra to communicate mathematical concepts

Interaction: Student-Instructor; Student-Student

This goal would be to have the student communicate with their instructor through the use of email the steps involved in solving an algebraic equation. The student would have to email the instructor a detailed step by step process of how the solution to a problem is solved. I would 50-80 problems that the students could choose from. When the student chooses a particular problem, they would email the instructor as well as the other students in the class so that other students would know they could not choose the same problem as well. I would also remove that problem from the potential list of problems to choose once a student has selected one. Then the goal would be to solve the problem but also email the instructor a detailed step by step process of how the solution to that one problem was arrived. The students would need to use correct terminology and vocabulary that is pertinent to that particular problem.

The evaluation for this goal would be as follows:

• Correct answer (1-10 points)
• Correct use of vocabulary (1-10 points)
• Detailed step by step process (1-30 points)

In the evaluation, 20% of the their grade would be based on whether the student arrived at the correct solution or not. I would expect that a majority of the students should receive full credit for this portion especially if they are able to ask for help from another student or the instructor. Another 20% would come from the correct use of vocabulary. This would be determined through the detailed step by step process of how to solve the problem. A majority of the grade would be based on the step by step process (60%). The student would only have one problem in which they can focus their attention to providing all of the details needed to solve that one problem. They should be using the correct terminology and symbols when they are detailing out the solution to the problem.

Technology that supports this type of interaction:

• Computer
• Internet
• Email
• Discussion Board
• Skype
• Chat Room
• Online Videos

James

Week 8 Student Learning Objectives

I would like to design an online elementary algebra class for community college students. This level of mathematics course is the most popular at the community college level because it the exit course needed to attain the AA degree. However, if you translate the level of math to our traditional grade level, elementary algebra is only 8th grade mathematics. The state of California is debating whether to raise this requirement to the next higher level which would be intermediate algebra, but that still only translates to 10th grade mathematics. It is hard to believe that one can graduate with a college level degree but only achieve 8th or 10th grade mathematics level.

Since elementary algebra is our most demanding course, my goal will be to create the most interactive online elementary algebra class so that many more students will be able to take this course and the school would not be restricted by lack of facilities or other issues.

Student Learning Objectives for Elementary Algebra would be:

• Perform arithmetic operations on real numbers and polynomial, rational, and radical expressions.

• Evaluate algebraic expressions.

• Solve equations involving linear, quadratic, rational, and radical expressions.

• Graph linear equations and inequalities given the equation and find the equation given the graph.

• Factor polynomials.

• Apply algebraic principles and techniques to the solution of applications.

• Use the symbols and vocabulary of algebra to communicate mathematical concepts.

These learning objectives would be achieved through the following topics:

1. Real number operations
2. Linear equations and inequalities in one variable with applications
3. Exponents and polynomials
4. Factorization of polynomials
5. Graphs of linear equations and applications
6. Radical expressions
7. Systems of equations and applications
8. Rational expressions and equations

Next week I will look at the design of the course to teach these goals.

Week 7 Annotated Bibliographies

Article #1
Using email to enable e3 learning

Citation:
Kim, C. (2008). Using email to enable e3 (effective, efficient, and engaging) learning. Distance Education, 29(2), 187-198.

Summary:
The use of email has increased over the last 10 years to the point where email is one of the primary methods of communication in distance education courses. The use of email to teach students in a way that is effective, efficient and engaging is examined in this article. The 3 main questions that are discussed in this article are:

1. How is email utilized for learning and instruction and specifically in the intersection of both cognitive and noncognitive aspect?
2. What are the primary characteristics of email that support effective, efficient and engaging learning?
3. What templates for email should be implemented to optimize the use of email in communications with students?

Several studies examining email utilization for learning and instruction were compared. One study focused on the use of email for mentoring, collaboration and counseling. Another study looked at the use of email as a supplemental communication between the students and instructor. Another study found that email works best when it is sent out to a group of students. But email also gave the students a sense of personal attention. "The researchers concluded that email encouraged intimacy between instructors and students, which was a result of a sense of psychological safety." (P. 189)

Email was found to provide motivational support to students in required courses. It is often difficult for instructors to change a students' attitude in a course simply through text, but sometimes a simple personal email message might change their outlook in the course. This will also encourage and facilitate learning. For students with low self esteem, a personal email might help to build a positive attitude towards the subject matter.

Finally, the framework of the email construction is discussed. There are four basic categories to constructing an email: 1) attention 2) relevance 3) confidence 4) satisfaction. The students must feel as if the instruction is giving each student the attention they deserve in the class. The students need to feel that what they are learning and spending their time on has relevance. The confidence and satisfaction level of the students in a class can be maintained through a well constructed email.

Review:
This article examines the way in which email can be used constructively in a distance education class. The effective, efficient and engaging learning model is explained clearly and in detail. Using the 3 "e" model, a distance education class can be improved through the use of email between the instructor and the students.

It is interesting how the simple construction of an email message can possibly change the attitudes of students in low motivational classes or required classes. Also, the template of the email can help to motivate students to perform better in their distance learning classes.


Article #2
Learning Designs

Citation:
DeGennaro, D. (2008). Learning designs: An analysis of youth-inititated technology use. Journal of Research on Technology in Education, 41(1), 1-20.

Summary:
The youth of today are not the same type of learners as they were 50 years ago. Young children of this modern age have the knowledge to run a DVD player or set the clock on a microwave. The younger generation is growing up with digital cameras where the image appears on the back of the camera right after snapping the picture. Therefore, the learning style of today's youth should be adjusted to meet their present day needs.

The researchers in this article examined a project where IM (instant messenger) was implemented in an experimental class with a group of students. The students in the class initiated the use of the instant messenger as a means of communication with other students in the class as well as their teacher. A sociotechnical system framework was developed to structure the use of the instant messenger interactions.

The results from the study showed that instant messenger encouraged the participation and the communication within the students in the class as well as communication with their teacher. A theoretical and methodological analysis as to why this might be true is also explored in this article.

Review:
This is an interesting article describing how instant messenger can be seen as an important tool in the telecommunication between participants in a class. Although it didn't seem like the experimental class in this article was online, the study could be done again with an entirely online class to see if the results are similar or different. The data that was collected was subjective. The transcripts of the daily dialogue between students and the teacher through the use of instant messenger was printed out and examined. It is interesting that as the study went on, the length of the messages seems to decrease.

Other data that was collected were the interviews that were conducted with both students and teacher on a monthly basis. The study could have been improved by conducting an anonymous survey in which the participants could not be identified to see if similar results were stated.

Article #3
Podcasts

Citation:
O'Toole, G. (2007). Multimedia-casting syndication for educational purposes considerations of a podcast for use in higher education. British Journal of Educational Technology, 38(5), 939-941.

Summary:
Audio podcasts have become very popular in the last few years for online classes. This article looks at the development of the podcast in higher educational classes at the University of Denver. The evolution of the video podcast was a result of the audio podcast first. At first, the University was only going to allow for one audio podcast per instructor with a URL to the podcast for the students. These files at first were purely audio. But that soon changed very quickly.

The audio podcasts that were first developed each had a Coldfusion form with information like title, description, length, and file type. This information was collected so that the podcast can be uploaded to the server at the University. The idea of having the podcast available for the students at any time is a plus.

The problem with the video podcasts was the size of the files. The large files would take up too much of the server space and it would take too long for the files to download and play. The audio/visual department is responsible for handling the recording of lectures; therefore, "they did not necessarily need to upload the files, as much as tell the xml document where those files were located. (P. 940) The audio/video manager converted all of the video files into the proper format to play on a video iPod.

Review:
This article is interesting because it describes both the pros and cons of using audio and video podcasts in higher education courses. The description of the process of how the audio podcasts are uploaded to the server is informative.

Week 6 Instructional Design for Online Learning

1. What is the nature, of the dichotomy between use of the Internet as a content delivery mechanism or as a communications medium?

In an online class, I feel the Internet is used more as a means of delivering content of materials to the students in the class rather than a communications medium. The methods that online classes may present materials to the students include lectures, presentations, videos, websites, online readings, software programs, etc. This is typically what students expect when they enroll in an online class. Students expect to spend time sitting in front of the computer reading or watching material dealing with the class objectives in which they will later be asked to recall. Although, most students are familiar with using the Internet as a means of communication whether it be through VoIP, chat rooms, or instant messaging. Therefore, if students want to discuss material with other students or their instructor in an online class, I feel they are familiar enough with technology to find a means to communicate using the Internet without having to be told to do so.

2. List and discuss one instructional strategy from one of the three instructor provided articles that the instructor DID NOT MENTION.

The instructional strategy I prefer in both traditional as well as online classes that was discussed in the Illinois Online Network article Instructional Strategies for Online Courses is Collaborative Learning. This strategy involves two or more students working together to understand the material that the instructor has presented. Usually the students in the collaborative learning strategy are from varying abilities, however, the students would be able to each individually bring their strengths to a discussion to collaboratively work together. Students might be able to achieve this through a variety of media methods including email, discussion boards or even instant messaging. For example, the instructor might present an application problem in math (word problem). The students could each take turns discussing their step by step process they would use in order to solve the problem presented. One student could present one step of the process and the other student could present the second step until the entire problem is solve!

There are several strengths and weaknesses of implementing this collaborative learning strategy in an online class. One strength would be the ability to work together as a team to solve a problem. The students would be able to help each other out, especially if one student was stuck on a particular step of the process. Also, teamwork is a key skill in the workforce because most employers want a worker who can work with other people well and get along. Another plus for this strategy is that it is usually more enjoyable to work with someone in the learning process rather than learning alone. Granted, some students rather work by themselves, but a majority of the students would prefer to work together and support each other through the learning process. A weakness of this strategy would be working with someone who is lazy, unwilling to work or contribute and simply does not contribute to the discussion of the problem. Or if one of the teammates does not have good "people skills" as is able to communicate with the other people in the group. I have personally participated in collaborative group work where one of the group members did not like working with other people and it reflects how the group works with that particular individual.

In this class, collaborative learning could be implemented in a variety of ways. One way would be to assign group tasks where students would be forced to using the technology, similar to our discussion boards. This is one of the best ways I see for implementing this strategy because the discussion boards allow each student in the class to participate in the discussion and to respond to each other students comments. Another way collaborative learning could be implemented is to assign group projects where groups would be responsible for researching, using and evaluating different forms of telecommunications using the Internet. Both pros and cons could be compared and the best form of telecommunication as described by the students could be used for the entire class for a final project.

3. Discuss the role and nature of evaluation of student performance in online classes. Address this from the perspective of an instructional designer. What are the challenges to doing evaluation of student work in online classes? What are some guidelines that an instructional designer should follow to create effective assessments for online activities?

The evaluation of a student's performance in an online class is an interesting topic to discuss. First, there is the issue of academic honestly and integrity. How do we as instructors actually know that it is our students who are doing the work and not someone else? We never actually see the students and that could possible raise some issues with the evaluation process. I honestly think that by giving more quizzes and smaller assignments worth less points or percentages is one way to reduce the temptation to cheat. Students might be pressured to cheat if they have a midterm or final exam in an online class that is worth a larger percentage of their grade. In my online class that I teach, I have 3 midterms and a final exam, but I also give multiple quizzes throughout the semester so I can gauge how the students are performing in the class. Also, I can usually pick out if a student is doing poorly on the quizzes and then scores an "A" on a midterm or final exam. I might question the students' integrity in that case.

As an online instructional designer, one might like the idea of using discussion boards as a means to evaluate students' understanding of a topic. If the students can discuss an issue through the use of a discussion board in a satisfactory manner, usually the students have an understanding of the material. Or a bulletin board would work in the same manner. However the instructional designer would like to structure the discussion so that they can evaluate the students' understanding of the material through their discussion with classmates and/or the instructor would be appropriate.

Finally, a third option might be to assign small group project in which the students need to work together to get a project done. This would have to be an asynchronous activity since most of the students in graduate classes work during the day, but the students would be able to participate and do their part of a small group project. Perhaps every week could be a new group project in which each team member would be assigned to complete a portion of the entire project. A project manager position could be rotated around week to week, so the same person in not always in charge of collecting the pieces of the project and submitting the entire project to the instructor. This type of activity would also develop workforce skills that students would be able to implement in the future or in their current workplace environment.

James