Before starting to the question, I wish get rid of the corona virus infection disease for all humanity. Nowadays we are all indirectly effected by this virus and we are not able to teach on campus. Now we are looking for a way to be able to teach online. But as you know that we need at least a board and stuff to teach as theoretical advanced math instructor. I need your valuable ideas and offers like platforms that we teach through. Thanks in advance for your valuable answers.
During this weekend and last two days I was busy with recording videos (with Screencast-O-Matic) for my students (in Croatian). So far I finalized 12 videos (math exercises subjects), each up to 15 min length and with voice. I used MathyType program for typing the solution(s). All videos are posted as private files on my Youtube channel. On Monday I will meet my students via Google meet and will be able to have feedback regarding my videos...
I forgot to add that in almost all exercises covered by video I had a need to work with Geogebra...
The assessment is probably the most challenging issue, not just for me or my University, so far I am getting such Qs from my students (very often). My answer is more diplomatic, I am telling then that I am not the vice-dean for academic affairs, i.e. I am not the one who will bring some decisions... Next, at University we have our LMS (SUMARUM), so I believe we will use it for assessment too. Sure I am aware of all imperfection of such approach...
We use Zoom and Webex in the delivery of the curriculum online. I think they are working in a great way, and possibly the COVID crisis will make significant changes in the delivery of curriculum and the use of online means at a larger scale after the resolution of this crisis.
Thank you for your message. Will you be able to use the zoom (https://zoom.us)? I think it is simple to use. In mathematics, you may need to write on a whiteboard so that students can follow the discussion. I think using flipped classroom may help; not necessarily to turn all classes into this. May be only for topics that are challenging. The evaluation can be at different levels. First, to evaluate if the delivery of the curriculum was carried out on time as per the schedule. Look if there were any problems with the technology, and delivery online. Second, ask students possibly through questionnaires or students' rep about the online distribution, and what can be done/changed to make things better. Third, look into areas that can Bec improved, such as staff training, better use of technology, engagement, design of the sessions, etc.
In the Middle East, they are using Zoom as it is available. I think Webex is not available in some countries. I am aware that Webex is used in Australia. I think Zoom has several limitations and can be improved shortly. The Zoom offers us the opportunity to see members attending in the class, but still, communication/and means to improve the system re interaction, or use a flip chart and drawing etc., could be improved. I believe after the Coronavirus crisis; we will have several systems and more improvement in the capacity and functionality of these online platforms.
I am using Zoom. I teach physics by explaining a principle, modeling a problem, then spending the bulk of the time breaking them out into groups to work on homework problems there. Groups then present their problems to the class. I ask them to structure their answer according to our problem solving process, which I will detail below. I present my work on a whiteboard with the webcam over my shoulder.
My students are seasoned in this process from when we met face-to-face, so they are mostly doing OK. I am disappointed that they actually each work independently on paper, and then reach out when they have an idea, or get stuck. They share their work by working like I do, by working on paper and then holding it up to the camera, or by just talking. (If they choose the latter, I write what they say for the camera on my whiteboard.)
I would have preferred that they be more interactive and collaborative as they were before retreating to their homes and apartments.
What follows is beyond the pale of the original question. However, I find it so effective that I want to share it. Moving online, we can all use all the help we can get.
I stole my structured problem solving process from BYU-Provo. It is consistent with the best physics education research I have seen. They called it by the mnemonic 3DBeSNUB. I call it 3DFpSNUB. I actually only give 10% credit for the numerical part of the answer. The rest comes from the rest of the process.
Two of us did a survey across campus, and found that it is used almost universally across our 15,000 student campus, though by other names, and sometimes different level of detail.
Being explicit about it really helps students. And using it facilitates communication between students, and helps me follow their work. I used it initially just so that I could survive grading their exams. I have repented of that reason, because it improves their performance noticeably.
I find that it is outstanding at helping students progress on problems they have not seen before. It helps them reduce a new problem or context to a form they have seen before.
The early steps are to represent the problem multiple ways. This facilitates transfer, the holy grail of education.
D1 Draw. Draw a picture, graph, number line or other representation. (This is easier for physics.)
D2 Define. Define or identify the information given on the diagram, in a table or other organized format.
D3 Describe. Describe the situation, and what is wanted in words. (Reducing ideas to words is powerful. They tend to resist this a lot.)
Be - Basic Equation. I prefer Fp - Fundamental Principle. (I want them to focus on ideas represented by equations.) This works best when the identify the cues they are trusting. Ie. "Since we expect the acceleration to be constant, it should be appropriate to use the kinematic equations."
Now for the solution phase.
S Symbolically Solve. I am trying to scaffold their ability to handle abstractions, so I will allow them to do numbers first, as long as they ape the numbers with a symbolic solution.
N Numbers. Plug in the numbers.
Now for the evaluation phase. Does your answer make sense?
U Units. Does your answer have the units it should?
B Ballpark. Does your answer fit your reasonable expectations?
These steps should be used throughout. But I expect it at least here.
Thanks for your very kind of informative answer professor J. Ryan Nielson . I really appreciate that.
By focusing on physics education, you may teach very well through Zoom and you may follow your listed instructions in a way that interactively useful for your students. What if you teach complicated structures like theoretical and advanced level physics which has less example and which is lack of reaching even online sources. For example, I teach functional analysis II including operator theory and Hilbert theory. I need to touch everybody and take feedback when I am on the board. Is Zoom available to do that? The more important question is that. Let us say that there are 40 students in my class and I am teaching through zoom. How do I follow those students who just attended the meeting and do not follow the course while I am teaching on the board? Plus, How do we apply our theorem proof base assessments?.
I Will Survive, Coronavirus version for teachers going online:
https://www.youtube.com/watch?v=CCe5PaeAeew
The e-learning platform cannot replace the actual teaching at the university in the teaching of mathematics, but it can help in not wasting time, which is many, for example, when we use a Google classroom
Orhan Tuğ , I have introductory classes only at the moment. But I have one of those for which this is particularly difficult. Zoom is not ideal for replacing the classroom. But I can break the class into Breakout groups for small group work, and join each of them in turn to check up on them. I have a TA whom I can assign to each group as well.
I do have peers who are teaching Quantum, and other upper division courses.
So what kind of interaction are you looking for? While it really slows down on line, many types are still available.
Dear Dr Orhan Tuğ Evaluation is difficult and challenging. Many countries are moving into a flexible way. Read for example, the recent paper that was published by the BMJ about examinations in the UK universities at the time of Coronavirus. I think this is an important paper, I would like to hear from others and you, what do you think about assessment? What strategies would you use?
Many thanks for your answer dear Prof. Dr. Samy Azer . We, as faculty of education, were contacted with coursera platform to be able to use their online teaching system freely and they were recently accepted. As you know that they have also live evaluation section even if you apply multiple choice, short answer, matching, paragraph writing , proving theoretically and many others, we are able to get result quickly and we have chance to record all those individual answers separately. But the handicap is preparation process which needs more time and carefully prepared profile of you. We are continuously looking for another type of online teaching and learning and assessing platforms.
Does anyone have some experience with LockDown Browser - a custom browser that locks down the testing environment within a learning management system.
My experience is with Proctorio, which sounds similar. It also uses their webcam to record what they do, flag behavior of interest so that someone can review it.
Students don't like it particularly. My experience is very recent and not complete.
Dear all participants, many thanks for your remarkable answers and comments. I have one more discussion. What do you think about e-learning instead online teaching and learning? What I mean is recording the course videos either with only audio capture and the course material or with video capture and the screen capture which can be done through PPTs or PDF. I am disagree with this type of teaching and learning but if there is internet and some other technology difficulties and shortages, it seems a possible, applicable way of teaching. Is there any one who has experience with it? Regards.
In my university we teaching mathematics by ultra black board and we integrated flipping classroom as will. I think it is useful strategy in this current situation of corona virus.
Kindly visit the websites listed below. You will find them useful inline with your request/question. Best of luck.
https://www.teachthought.com/pedagogy/apps-websites-teaching-math-online/
http://www.ams.org/education/online-courses
https://www.futurelearn.com/subjects/teaching-courses/teaching-maths
So, Please see this link:
https://www.odoo.com/page/learning-management-system?utm_source=adwords&utm_medium=01_elearning&utm_campaign=en-adwordscpa&gclid=EAIaIQobChMIvsP-0NPw6QIVhuh3Ch1s2QtDEAAYASAAEgL6gPD_BwE
Hi, In online teaching of Mathematics, we understand that it is the difficult to teach the students. In this scenario, Step first is try to put one concept in explaining way through PPT / ZOOM etc after that we should provide the similar problems/exercise to our students and tell them to solve it and after that we may select some students by random sample process to solve all the problems and explain it also. By this pedagogy, we may come involve many students to study properly as well as we can understand, which students is/are not participating in online class.
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