e-Learning in 2016

1. e-Learning in 2016 G. Donald Allen Department of Mathematics Texas A&M University College Station, TX

2. Drivers for Change • Changing demographics of students • Demand for unlimited access • Spiraling costs • Competencies vs. Degrees • Lifelong learning • Knowledge explosion • Failure of current systems

3. Components • Technology Mediated Learning (TML) • Facilitator teachers • Arrays of resources • Science of learning research • Learning styles • Longitudinal tracking • Skills vs. Inquiry

4. Integrating the components

5. Using the Onion Metaphor • Not pealing the onion • But building the onion • layer by layer • The NSF ALT Vision

6. Symbolic mathematics functionality Complete solutions – with videos Learning style adaptability Longitudinal analysis Question-answer notes Animations Video tutorials/lectures Homework systems Consistent, artistic look and feel Interactive applets Interactive quizzes and exams Peer review systems TML features • Years of testing • validation • reliability

7. Project-based learning • Shown to be effective • Keeps students engaged Good place to use peer review methods.

10. Modes of Instruction • Tutorial (Socratic) • Traditional, (Seminar, Small class, Large lecture) • Facilitator • Fully computer based instruction • Distance • Self-Study (Correspondence, etc)

11. Learning modes – current buzz • Drill for Skill • Active learning for construction of knowledge • Cooperation and teamwork in learning • Learning via problem solving. The “Math Wars”

12. The Teacher • Social context of student learning • Social context of teacher needs • Teacher competency, capacity, adaptability • student learning styles, multiple intelligences • content mastery • Teachers and technology

13. The Facilitator Teacher • Fewer formal presentations (lectures) • Expanded role in one-on-one teaching • Greater content competency required • Diminished role in training • More cooperative --- less contentious

14. Changing Roles of Students • Students proceed at own pace • Students will have personal learning plans • Students become active learners • Students have less teacher-student interaction What is the social context of learning?

15. TML means … • The end of “one-size-fits-all” course formats • The end of “one-size-fits-all” pedagogy …the end of ….. “one-size-fits-all” education

16. Pedagogical Theory Learning models - “constructivist”, “collaborative”, “cognitive” and “sociocultural”, “traditional” • Learning cycles – “experiential”, “situational” Pedagogy is focused on enabling learning and intellectual growth in contrast to instruction that treats students as the object of curriculum implementation.

17. ADDIE – even for e-learning • Analyzing learners • Designing instruction • Developing instruction • Implementing instruction • Evaluating instruction

18. Critical uncertainties • Can TML work? Will learning research results support the viability of TML? • Teacher training? Will a sufficient corps of teachers opt for the new type of “teaching?” • When? At what point (grade) should the TML become more intensive? • Social implications? Will long term TML support a continued highly social society? • Privacy? With TML comes long term records of student behavior. Are they secure?

19. Two Scenarios

20. Scenario #1 A modern day at the books... • Mode: Independent TML study with facilitator. Students can work alone or in groups, though group projects need not be a component. Students working together can better understand what they don’t understand. This poises them for real learning. The facilitator is available at most times.

21. A day in the Algebra class • Whole class gathering to launch topic of the day and to engage students in learning • Visual tutorial (readings backup) – based on individuals learning style • Using the homework system – integrates assessment – gives learning plan – feedback to videos – calls teacher – identifies student misconception

22. A day in the Algebra class • Group interaction – organized or spontaneous • Whole class gathering • Teacher: extension, explanation, applications, reinforce learning, feedback

23. The facilitator … • Needs to work from where the student is, to identify and correct misconceptions • Needs to identify what the student knows • Needs to enable student interaction • Rewarding because … • Work with students wanting help • Work with actual specific issues – not generalities

24. Who falls through the cracks of the TML system? • Reluctant guessers: A certain aspect of the whole system involves guessing for feedback • Keyboard challenged students • Students needing the student-to-teacher direct communication • The unknown consequences of the mass application of TML

25. What falls through the cracks? • Problem solving? • Inquiry based learning? • Social context for learning? • Group efforts • Interpersonal relation building • Behavior learning?

26. TML “Learning” Issues • Some learning difficulties will be diminished • Some learning difficulties will be amplified • New learning difficulties will emerge What are they?

27. Conclusions - Optimistic • Student easily adapt to TML or “Web-learning.” • Students become active learners. • Students work together - profitably. • Students get to work right away. • Faculty help those students that need & request help.

28. Conclusions - Pessimistic • Students finesse TML is ways yet to be determined • Social innovation, originality decreases • Computer dependency emerges • Proliferation of erroneous information • Anti-socialism increases substantially • Citizen educational records are used for nefarious means

29. Scenario #2 Hybrid TML… • Mode: Traditional classroom setting with TML options. • Classroom/lecture format available • Video lectures available • TM homework system • TM assessment

30. The traditional lecture • Most lectures are average • Students have difficulty sustaining interest for 50 minutes. (15-20 minutes is the max for sustained focus) • Some students are not “lecture learners.”

31. Benefits • Classes can be oversubscribed. • Bricks and mortar issues relieved. • Students are given alternative learning venues. • Students can relearn/relive the learning experience through the TML materials.

32. Benefits • Teaching resources can be applied in a more productive way. • The traditional format is maintained for those needing it. • Students know clearly the rules of the course. • Standardization of course materials.

33. Possible issues • Day before exam classroom compression. • Instructor may tend to lose the “sense” of the class. • Does TML favor “knowing how” over “knowing that?”

34. Which Scenario? • Dependency on learning research • Dependency on societal resources for education • Dependency on resolution of many unknowns • Dependency on societal acceptance of a new learning format(s).

35. Visual Algebra Process