OAME presentation by Carol Carruthers and Rohini Raina 'The confidence to LEARN Math: Students as teachers through screencasting. May 2, 2013

1. ONTARIO ASSOCIATION OF MATHEMATICS EDUCATORS
The confidence to LEARN math:
Students as teachers through screencasting
Carol Carruthers
Rohini Raina
May 2, 2013

2. APPLIED SCIENCE AND TECHNOLOGY (AST):
 Providing a strong foundation in mathematics,
science, technology and communication
http://www.senecac.on.ca/fulltime/AST.html

3. FOUNDATIONS FOR TECHNICAL MATHEMATICS (FTM)
 College Mathematics Project (CMP)
http://collegemathproject.senecac.on.ca/cmp/en/index.php
 Teaching collaborative/Technology integration
 Student-centered learning community

4. TECHNOLOGY INTEGRATION 2008/2010:
 Two wireless/Mobile Tablet PC labs
 DyKnow Vision software
AST Math/Science:
1) Engagement and retention of students
2) Enhancing learning and concept application
3) Demonstration of teaching strategy to other educators
Foundations of Technical Mathematics:
1) Effectiveness in a larger class size
2) Reproducibility

5. 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

6. SYNCHRONOUS COLLABORATIVE WORKSPACE

7. STUDENT TO STUDENT TEACHING MOMENTS:
Features of DyKnow software:
 Share control
 Group work
 Submit panels
 Polling

8. STUDENTS COLLABORATING/TEACHING:

9. STUDENTS WORKING IN GROUPS:

10. STUDENTS SUBMITTING PANELS:

11. CREATING RESOURCES FOR HYBRID TEACHING:
In hybrid mode:
 Less face-to-face class time
 Necessary to cover content outside of class time
The solution is to screencast!!
http://www.youtube.com/watch?v=yvKu2T9Kovo

12. INSTRUCTOR DEVELOPED SCREENCASTS:
CONS
 Time required to
produce
 Teaching style the
same (videos are
copies of lessons)
 Passive (not active)
learning
PROS
 Students choose
when/where/how
often learning occurs
 Capitalize on „out of
class time‟ learning
 Provides review for
exams/tests/quizzes
STUDENT DEVELOPED MATHCASTS!!

13. CONNECTING COLLEGE TO CAREER (C^3):
Goal:
 To develop a categorized library of mathematics
and application videos (AODA compliant)
produced by and for students
“This initiative has received funding through the Seneca
Pillar Sponsorship program and the generous support of
Johnson Insurance Inc.”
3

14. FEATURES:
 all levels and disciplines of
mathematics
 students, tutors, Learning
Centre staff, alumni, faculty,
industry professionals and
administration
 application of fundamental
mathematics concepts used
in daily work situations
 initiate connections and
stimulate discussion

15. A FIRST ATTEMPT – JING:
http://www.techsmith.com/

16. A SECOND ATTEMPT - CAMSTUDIO:
http://camstudio.org/

17. CURRENT METHOD - SCREENCAST-O-MATIC:
http://www.screencast-o-matic.com/

18. SENECA MATHCAST SITE:
 Learning mathematics from your fellow students
http://senecamathcasts.wordpress.com/

19. STUDENT EXAMPLE:

20. MOZILLA/SENECA POPCORN MAKER:
https://popcorn.webmaker.org/

21. THANK YOU AND MORE INFORMATION:
 Email: carol.carruthers@senecacollege.ca
rohini.raina@senecacollege.ca
ewan.gibson@senecacollege.ca
 Student videos
http://www.youtube.com/watch?v=il-k65CFqpE
http://www.youtube.com/watch?v=Hd7BsEF1x6g
 Seneca Mathcasts
http://senecamathcasts.wordpress.com/