1. TEACHING WITH TECHNOLOGY DAY :
A Classroom Without Walls:
Student Centered Learning in Online
Environments
Rohini Raina and Carol Carruthers
February 27, 2012

2. PRESENTATION OUTLINE
 Foundational Mathematics
 Technology Integration – Pen Based Tablet PC’s
 In the Classroom – Synchronous Workspace
using Collaborative Interactive Software
 Outside Class – Asynchronous Online Spaces
using Blackboard and the Internet

3. FOUNDATIONAL MATHEMATICS
 How was it developed? Who takes it?
 Teaching collaborative
 Technology integration
 Student-centered community learning

4. SYNCHRONOUS COLLABORATIVE WORKSPACE

5. ENHANCED NOTE TAKING
 Pen Input (no typing)
 Digital inking in multiple colours enhance
student interest
• Students don’t need to print off notes before class.
Completed notes can be saved and accessed anywhere
In Microsoft
Word:

6. MORE FLEXIBILITY WITHIN EACH LECTURE
 Lessons are can be altered by the teacher during class
by adding question, removing questions and changing
the lesson order
 All of the notes are not revealed to the students at once
– students can think about the question before reading
the correct answer in their notes
 Students can work at their own pace – don’t need to all
be on the same slide/at the same place at the same time
 Teacher can draw on online sources during the lesson

7. SHARE CONTROL WITH THE STUDENT
 Teachers and students share the same online workspace
 Teacher can model correct methodology
 Student can be a temporary teacher
 Groups can work together more easily

8. ONLINE GROUPS SHARE A COMMON SCREEN:

9. SHARE CONTROL WITH THE STUDENT
Results:
 Collaboration between students
“…students can share answers anonymously, we can correct each
other’s work.”
 Increased in-class discussion
 Students are actively engaged and participating in class
“…I actually did my work and it was done right and organized which
helped for studying.”
 Anonymous participation
“I found that the shy students were more comfortable participating
through the tablet and shared control in dyknow than standing up
and speaking”.

10. IMMEDIATE FEEDBACK FROM STUDENTS
 Polling to instantly gauge student understanding
 Polls can be created in the moment or ahead of time.
 Results can be anonymous or linked to student’s name
 Results can be anonymously displayed in a graph
 Teacher can use results to highlight misconceptions and decide
whether to move on or spend more time on the topic

11. POLLING USING POLLEVERYWHERE.COM
http://www.polleverywhere.com/highered-student-response-system
 Free for instructors and up to 40 students
 Allows multiple choice and open-ended questions
 Students can respond online with a computer or
Smartphone or by text.
Click Here
to take
this poll

13. IMMEDIATE FEEDBACK FOR STUDENTS
 Students can instantly submit work to the teacher. The
teacher can then:
• Save the work and grade it later
• Look at it and/or grade it on the spot to gauge student
understanding
• Attach it to the class notes to share it with the class
 Student retains a copy of the work in their notes.
 Teacher can return the students work at any time
(including outside class hours). Marked work is
automatically saved in student’s notes.

14. IMMEDIATE ANONYMOUS FEEDBACK:

15. REAL TIME ASSESSMENT:

16. ASYNCHRONOUS ONLINE SPACES:
 Mixed-mode (hybrid) pedagogy
 Teacher creates online activities
 Clearly defined learning outcomes
 Increased student responsibility
 Assessment strategy reflects outcomes
(Constructive Alignment - John Biggs)
http://www.johnbiggs.com.au/constructive_alignment.html

17. STUDENTS DESIGN QUESTIONS

18. 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

19. STUDENTS DESIGN TEST QUESTIONS:

20. WEBQUESTS FOR MULTIPLE DISCIPLINES:
 Solving Algebraic Equations (Gr 6-10)
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1177
 Music Magic
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1179
 Science Inquiry – Biology
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1180
 Science Inquiry 2 – Physics
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1183
 Science Inquiry 3 – Chemistry
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1184
 English Engaged
http://open.senecac.on.ca/clea/webquest/view.php?id=80_1185

21. EXPERIENCES:
 Evolution in teaching methodology
 Learning/unlearning
 Shared responsibility
 Clear communication
 Aligning assessment
 Willingness to embrace technology

22. 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