1. ADVANCING LEARNING: CONNECTING THE DOTS
Hybrid Mode:
Blending Synchronous
and Asynchronous
Student-Centered Learning
Carol Carruthers
May 24, 2012
2. FOUNDATIONAL MATHEMATICS
Why was it developed? Who takes it?
Teaching collaborative
Technology integration
Student-centered community learning
3. TECHNOLOGY INTEGRATION 2008:
Hewlett Packard Higher Education Technology
for Teaching Grant - 21 tablet PC „s for Applied
Science Technology Program (Math/Science)
DyKnow Vision licenses
(FASET/ACS/grant/contest)
http://www.dyknow.com/
Project Goals:
1) Potential for engagement and retention of students
2) Enhancing student learning and concept application
3) Demonstration of teaching strategy to other educators
4. TECHNOLOGY INTEGRATION 2010:
Wireless/Mobile 40 Tablet PC lab
DyKnow Vision
Shared by FASET (Foundational Math/AST)
& ELS (Remedial English)
Project Goals:
1) Effectiveness in a larger class size
2) Reproducibility
3) Multi-discipline application
5. TECHNOLOGY INTEGRATION 2012:
2011 A third 20 seat tablet lab at another
campus
Foundational math in mixed-mode (hybrid)
Tablets on the move
Screen casting math group (Technology,
Business, Health Sciences, Learning Centers)
CAATtablet group – six Ontario Colleges
investigating pen/touch computing
6. THE CONTINUUM:
With Technology Integration as the Catalyst
Teacher Driven Student Lead
Passive Learning Active Learning
Asynchronous Synchronous
(LMS/Internet) (Pen-based
Computing/Dyknow)
8. PEN-BASED COMPUTING (TABLET PC)
Stylus input – like pencil on paper (no typing)
Annotations focus learners on key concepts
Visual learners can diagram ideas
Notes saved and accessed anytime/anywhere
14. SURVEY RESPONSES:
student(s) becomes temporary teacher
“…students can share answers anonymously, we can
correct each other’s work.”
modeling methodology
“... It influences you because you’re seeing not only your
answers but others own at well and it enables you to
discuss different methods of solving problems.”
students actively engaged/participating in class
“…I actually did my work and it was done right and
organized which helped for studying.”
anonymous response
“I found that the shy students were more comfortable
participating through the tablet and shared control in
dyknow than standing up and speaking”.
18. HYBRID - ASYNCHRONOUS ONLINE SPACES:
Mixed-mode (hybrid) pedagogy
Teacher created online activities
Clearly defined learning outcomes
Increased student responsibility
Assessment strategy reflects outcomes
Format? Work in progress…
19. STUDENTS DESIGN LEARNING EXPERIENCE:
InterACTIVE learning
http://www.mathopenref.com/
Real time response to problem solving
http://www.mathsisfun.com/algebra/equation-formula.html
Group competition to solve problems
http://jeopardylabs.com/play/ratio-and-proportion
Online worksheet generators
http://www.math.com/students/worksheet/algebra_sp.htm
http://www.math-aids.com/
Homework used to gauge understanding
Online textbook assignments
21. MORE INFORMATION:
HP Technology for Teaching Grant
http://www.hp.com/hpinfo/socialinnovation/us/programs/t
ech_teaching/hied_global.html
Seneca‟s HP website/Carol‟s blog
http://open.senecac.on.ca/HPtabletproject/
https://teachmathwithtech.wordpress.com/
DyKnow software
http://www.dyknow.com/
Student videos
http://www.youtube.com/watch?v=il-k65CFqpE
http://www.youtube.com/watch?v=Hd7BsEF1x6g