Using WebCT as a tool for Mathematical Discussion

1. Using WebCT as a tool for Mathematical Discussion Peggy Gregory Janet Read Stewart Eyres UCLAN, Lancashire AJGregory, JCRead - University of Central Lancashire

2. Presentation • Introduction to the Authors • Background to the Institution • Background to the Department • Background to the Module • Solutions using Web CT • Other observations AJGregory, JCRead - University of Central Lancashire

3. The Authors • Peggy Gregory • Janet Read • Stewart Eyres AJGregory, JCRead - University of Central Lancashire

4. Previous work • Gregory and Read • Positive Perspectives, using Web Page Development to Change Student Attitudes to Learning Maths, CAL 2001 • Read and Gregory • Using GroupWise to Stimulate Academic Discussion with Computing Students, LTSN-ICS 2001 AJGregory, JCRead - University of Central Lancashire

5. The Institution • University of Central Lancashire • Preston • Lancashire • Adopted Web CT in 2000 AJGregory, JCRead - University of Central Lancashire

6. Strategic Plan • 2001/2002 Training and live web spaces • 2002/2003 Implementation • 2003/2004 Wider implementation • 2004/2005 Web-based support for all courses AJGregory, JCRead - University of Central Lancashire

7. Progress to date • Two new servers installed • Module space created for the 4000 modules • Training space available on request • Templates created for each faculty AJGregory, JCRead - University of Central Lancashire

8. 5 Stages • Admin only 1 Dept • Supplemental 2 Depts • Essential 0 Depts • Communal 2/3 Depts • Immersive 1/0 Depts AJGregory, JCRead - University of Central Lancashire

9. The Situation in Computing • Situation • Large tutorial classes • Used to Web-linked course materials • 6 modules in first year • Only one module using WebCT • Over to Peggy…………… AJGregory, JCRead - University of Central Lancashire

10. Teaching Maths to Computing Students • Students have mixed mathematical ability and interest - we need to motivate them • Some think maths is ‘not relevant’ • Studies show that improving maths helps other areas of the computing curriculum (Allen 1995, Leman 1998) • Problem solving module - taught to all 1st year students AJGregory, JCRead - University of Central Lancashire

11. AJGregory, JCRead - University of Central Lancashire

12. Teaching Problem Solving • HND module - taught at University and at 6 colleges over Lancashire • Each lecturer follows syllabus but develops own material • Students don’t normally have any communication with each other • Lecturers have minimal contact with each other during teaching year AJGregory, JCRead - University of Central Lancashire

13. Aim of WebCT Project • Find ways of engaging students in the learning process • Assess the efficacy of different approaches • Develop a learning community which would include university and college students and staff • Develop more web-based mathematical material AJGregory, JCRead - University of Central Lancashire

14. Material Currently on the Site • Module Handbook • Course Teaching Timetable • Course Notes (University students only) • Discussion groups • Chat Rooms • Tests AJGregory, JCRead - University of Central Lancashire

15. Approaches to combining WebCT with class contact • Dispersed group - but all have class contact • Strategies used: • Practical classes are set aside for web work • Maths problem of the week - gets some class time, the rest is outside class • Course notes go up on the site a couple of days in advance of classes • WebCT site becomes the repository for all the course material AJGregory, JCRead - University of Central Lancashire

16. Problem-centred exercises • Discussion lists: • Grouped discussion lists • Maths problem of the week • Open discussion lists • Student-built web pages • Quizzes AJGregory, JCRead - University of Central Lancashire

17. Mathematical Conversations • Constructivist approach • Students need to build their own internal model, therefore they have to reflect on the material • Discussion lists give an opportunity for students to engage in reflective dialogue • Web page development work is based on class work, but involves more creative thought from the students AJGregory, JCRead - University of Central Lancashire

18. The Hooks • The bribe • A need for help • Necessity • Testing skills • Gaining skills AJGregory, JCRead - University of Central Lancashire

19. The Hooks • The bribe • A need for help • Necessity • Testing skills • Gaining skills A prize for problem of the week AJGregory, JCRead - University of Central Lancashire

20. The Hooks • The bribe • A need for help • Necessity • Testing skills • Gaining skills Providing help through discussion lists AJGregory, JCRead - University of Central Lancashire

21. The Hooks • The bribe • A need for help • Necessity • Testing skills • Gaining skills Lecture timetable and notes AJGregory, JCRead - University of Central Lancashire

22. The Hooks Quizzes and Tests • The bribe • A need for help • Necessity • Testing skills • Gaining skills AJGregory, JCRead - University of Central Lancashire

23. The Hooks • The bribe • A need for help • Necessity • Testing skills • Gaining skills Learning how to build web sites AJGregory, JCRead - University of Central Lancashire

24. Maths Problem of the Week • Generated the most postings and interest • 37% of the students have posted to the maths problem list • Appears to be a particular group of students, but not just students who are good at maths (possibly to do with learning styles) • 20% of the students have lurked but not posted AJGregory, JCRead - University of Central Lancashire

25. AJGregory, JCRead - University of Central Lancashire

26. Postings to Maths Problem of the Week No. ofNo. ofDiscursiveMaths PostingsStudentsPostingsNotation Q1 9 4 44% 67% Q2 34 14 9% 3% Q3 31 9 32% 68% Q4 8 5 25% 13% AJGregory, JCRead - University of Central Lancashire

27. Use of Mathematical Notation • Has not been a problem so far: • Work has not been too complex • Students are used to writing programs where keystrokes replace mathematical notation for instance 2 * 6 for 2 ´ 6 or 2 ^ 6 for 26 • There has been some interesting notation – i.e. 4877929688 ---------- 11562500000 meaning AJGregory, JCRead - University of Central Lancashire

28. Open Discussions • More open discussion in defined sub-groups than on the main discussion list • Students need motivation to initiate discussions • Students want to use the chat facility more • Monitored chat group use has not included any mathematical conversations AJGregory, JCRead - University of Central Lancashire

29. Web Page Development • Students work individually or in groups • For their chosen topic: • work through tutorial sheets • identify common mistakes • analyse why mistakes were made • advise how to avoid mistakes • Build a web page to explain an area of foundation maths AJGregory, JCRead - University of Central Lancashire

30. Work through maths examples 1 Experiencing Immersing yourself in the task 2 Reflection What did you notice? 4 Planning What do you want to change? Identify common problems Develop a web page to give general advice 3 Conceptualisation What does it mean? Kolb’s Learning Cycle Student’s Learning Cycle Investigate the problems

32. Website Feedback • So far this year only informal feedback • Some students have built good sites • A number of students have found the exercise hard • Requires a lot of self-motivation - a number of students have been using the WebCT environment instead of building web sites AJGregory, JCRead - University of Central Lancashire

33. Conclusions • Use of WebCT has improved communication between students • Certain aspects have been successful - problem of the week, quizzes • Limited time that students will log on for • Need to produce focussed material • Need to continue to work on getting the college students involved AJGregory, JCRead - University of Central Lancashire

34. Thank You Peggy Gregory (AJGregory@uclan.ac.uk) Janet Read (JCRead@uclan.ac.uk) AJGregory, JCRead - University of Central Lancashire