Merging Pedagogies of Online Learning and New Learning

Technologies

Increasing Success in First-Year Calculus

Acknowledgements

FunderInukshuk Wireless Learning Planhttp://www.inukshuk.ca

This initiative encourages the development of multimedia-rich learning content to allow learners across the country to embrace online learning.

Acknowledgements• SME

– Maria Torres, Athabasca University

• Flash Developer– Hongxin Yan

• CVU ID Experts– Daph Crane, Memorial University– Michelle Harrison, Thompson Rivers University– Moira Morrison, Laurentian University– Ted Keating, Thompson Rivers University

Agenda

• Description of project and relevance

• Design criteria

• Design and other challenges

• Example of AU math module learning activity

• Questions

Project rationale• Just-in-time learning modules

• Algebra - a cornerstone topics in secondary school mathematics (Gomez, 2000).

• High incompletion rates in calculus at post-secondary institutions

Criteria influencing project• Learning environment

• Length of instructional message

• Audience

• Learning object design

• ID Process

• Learner-centered approach

• Technology used (CTAT and Flash)

Learning environment• Web-based

• Standalone instruction

• Flash-based interactivity

• Learner support

Module length• General recommendation - 15 and 30

minutes.

• Impact of Module Length on completion rates:– Longer modules, higher attrition rates (Grant,

2002; Pomales-Garcia and Lui, 2006)– Quitting, pausing or completing a module more

related to module length than media (e.g. text vs. video)

Module length (con’d)• Longer modules - higher attrition rates

• Shorter modules encourage learner persistence (Jun, 2005)

• Thirty minute instructional message typical length of lesson in single subject area (e.g. math or reading) (Polychronis et al., 2004)

Audience• Adult learners, e.g. self-directed, learning

approach utilitarian• Learners who have been out of school for

some time• Learners who have difficulty with basic

mathematical concepts, may be math phobic

Implications of audience for design• Weak academic preparation – lower persistence

and completion rates

• Shorten and modularize curricula benefits adult learners

• Minimize length of learning session

(Chao, Stover DeRocco & Flynn, 2007)

Model of novice learner• No schema with which to interpret new

information, – Information provided in small chunks, or smaller

units (Billings, 1985).

• Give feedback after each action or decision

Learning object design• Maximum granularity

– Limit number of topics per learning activity

– Content restructuring resulting in more, shorter duration learning activities

• Maximum re-usability– Modularize each component of instruction

ID Process• Research on online pedagogy (e.g. math),

algebraic thinking, etc.• Interaction not transmission model, i.e.

learner-content interaction• Limit cognitive load (e.g. simple interface

design)• Ongoing evaluation process (e.g. iterative

design process)

Technology UsedDesign tools:• Cognitive Tutor Authoring Tool (CTAT)• Flash

Limitation:• Example-tracing variant of CTAT not as

flexible as cognitive tutor (java-based)

Design challenges

• Original content structured for print delivery

• No style guide/design guidelines

• Stand-alone delivery (course and instructor

independent)

• Optimal re-usability

• Tool limitations

Importance of design guidelines

• Systematizes and streamlines process

• Sets standards and ensures consistency

• Establishes levels of interactivity and

appropriate use of interactivity

• Establishes level of student support required

AU LO example• Wrapper (minimal navigation, maximum

space for learning content)• Learning activities

– maximum of 1-2 topics– maximum duration 30 minutes

• Optimize interactivity • Optimize learner control• Design timely, supportive feedback

Wrapper Element Region: 750 x 55

Learning Object Region: 750 x 445

Learning activity components• Pre-test and pre-amble (context/rationale for topic,

objectives, pre-requisites)• Topic:

– Concept/Definition– Examples– Exercises– Tutorials– Review

• Assessment• Glossary of terms

Module organization

Where we started . . .

Where we ended up . . .

Demo of AU LO components

Next steps

• Consultation with the CVU ID experts

• Ongoing production of learning objects

• Incorporate suggestions from CVU partners

and others

Any questions?