My Digital Story
I decided to create my Digital Story as an introduction to my course, Math 8. Normally in my face-to-face class, I simply pass out my course outline, and briefly read the topics we will cover throughout the semester. After creating this video, I now realize: Why not spend some time getting students excited about the course? It seems like a pretty good investment. Piquing students’ interest in Math 8 would likely increase their motivation to participate (Bransford, Brown & Cocking, 2002).
The video provides an overview of the course, and by previewing the learning that’s expected to be achieved; students will be able to measure their own understanding throughout the course (Bransford et. al, 2002). For example, at the end of the Percentage unit, students could look back at (or recall) the video and ask themselves, ‘can I calculate the total price of a shirt after taxes?’ This type of reflection helps to develop metacognition in young learners (Bransford et. al, 2002).
The digital story aims to illustrate that a major goal of the course is to make connections between what we are learning in class to real life. This situated focus is a crucial part of constructivist learning (BCIT, 2003). Using real-life examples give an authenticity to the topics (BCIT, 2003), and provide students with a convincing rationale as to why the course is useful.
In this digital cartoon format the course syllabus is more engaging and fun than a handout would be, and it becomes almost gamified. Gamification helps to shift school content from being something that needs to be endured, to something that is active, curious, immersive and even enjoyable (De Castell & Jensen, 2003). The cartoons are inclusive to both genders, so both girls and boys feel like they can “play” math too. I chose PowToon, because I thought the animation would appeal to the age range of grade 8 students, and it’s important to use age-appropriate “games” (De Castell & Jensen, 2003). I wanted students to be able to watch a video, but also listen to me, and not have to read a lot of text. I thought the visuals would be amusing, but relevant to the story. I’m hopeful that a “welcome to Math 8” in the form of a cartoon, might set a fun tone for the course, and show students that I am fun, and that math can be fun too. I have already included this digital story in my course website for September. I intend to use it on the first day of class, as well as on Parent-Teacher night to introduce my course.
Content Module
In my Intro Module reflection, I spoke a lot about Anderson’s (2008) four considerations of learning: that successful online courses it must be community-centered, knowledge-centered, learner-centered and assessment-centered. This consideration further influenced the design of my content module. I included two discussion forums for students to engage with each other and discuss their tasks and project. This is also in accordance with developing reciprocity and cooperation among students in Chickering & Ehrmann’s (1998) seven principles of good practice. The small group discussion for the Unit 4 project allows for collaboration and peer editing. The module is centered on content, as the lessons make up the majority of the information provided. In the lessons, I have tried to involve the learners by asking questions, highlighted in blue, to alert the student to pause and reflect on the answer. It is hoped that this strategy will further develop students’ metacognition (Bransford et. al, 2002). Finally, the content module is assessment-centered, in that the student demonstrates his/her learning in a culminating test and project.
I attempted to incorporate more of Chickering & Ehrmann’s (1998) seven principles of good practice by creating the Unit 4 Project (#3: Good practice uses active learning techniques, and #7:Good practice respects diverse talents and ways of learning). In this project, students are asked to find examples of rectangular prisms, triangular prisms and cylinders in their homes and community. This project encourages students to get out and talk to other people about math (community-centered) and recognize that math exists outside of their textbook. This situated activity encourages students to “see” math everywhere, and reminds them that learning math is worthwhile (BCIT, 2003). In addition to the calculations they must do as part of the project, students can be creative in the pictures they choose to include and these pictures will hopefully drive conversation in the discussion groups. This is a project I designed as part of this assignment, but I will definitely include it in my face-to-face course this fall.
I intentionally opened and closed the module with similar check lists. In the beginning of the module, the “Intro” page provides course reminders and sets the expectations for the unit. At the end of the unit, the checklist helps students to bring closure to the unit, and to help them decide if they are prepared for their unit test.
Highs and Lows of Moodle
This assignment was a real emotional roller coaster for me! At the beginning of the Intro Module I was completed terrified but grew more confident the longer I spent working on it. I thought creating the Content Module would be much easier than it was. Initially, I thought that since I was using material I’ve taught several times, it would simply be a matter of cutting and pasting into Moodle – boy, was I wrong. I chose the Surface Area and Volume unit because I thought it would be a nice visual unit that would translate well online. Not so. I was not able to use any my original notes because the formatting for the diagrams wouldn’t paste into Moodle. I had to completely redesign everything.
I also realized that my notes were completely teacher-centered. Which makes sense, because in class, I’m the one delivering the lesson. But in class, there is so much interaction with students: questions, examples, stories, random tangents that make teaching fun, that it doesn’t end up being me talking at the students all class. I ended up cutting out much of each lesson, but ultimately, I know it’s not great. I had a lot of trouble with the equation editor (the java won’t install on my brand new computer!) so writing out solutions to questions was almost impossible. I really needed a tablet to write on. If I were to do this again, I would definitely use a tablet and record my solutions using Camtastia. Unfortunately, due to budget and geographical constraints, I was not able to purchase a tablet in time to complete this assignment.
Working in a web-based program like Moodle has it’s ups and downs. It’s fantastic because it can be accessed and edited from anywhere. However, when your web browser crashes just as you are about to save a lesson you’ve spent the last hour working on…well…you can imagine the blue streak surrounding me.
There are two design choices that I wanted to clarify:
- I understood that we weren’t supposed to have attached files in our module and I made an effort to make all of my lessons web based. However, I felt really strongly that the formula sheet and assignment list needed to be attached as files for easy saving and printing. One of the things that drives me crazy about our BlackBoard courses, is that it’s near impossible to print off our assessment information and course outline pages because they are contained within a web frame in Connect. Also, as a student, I really like to have a hard copy on my desk of things I need to refer to frequently, like formulae and homework questions.
- I got a bit carried away with my course design while I was completing my Intro Module. During that time, I created placeholders for all of the units in my course. I added related pictures to each topic to add visual appeal. When I got to the requirements for the Content Module, I realized I needed a splash page. This would have been the perfect place for all of those pictures to act as a customized GUI to navigate to all of my units. But really, I liked the layout that I already had, so I didn’t change it. Instead, I added a GUI header with customized pictures linking to more information about me, a welcome video, and interesting information about Pi and Pythagorean Theorem.
As publicly documented in our course discussion forum, I really struggled with citing images for my content module. I was upset that I couldn’t find hard and fast rules to follow for formatting (don’t forget-I’m a math teacher!). I found help in the responses from my classmates (and instructor), and that gave me the confidence to keep moving forward. To my relief and delight, once I got going, and started finding appropriate creative commons wikki images, it was actually really easy to cite the images. The wiki images provide HTML code for the picture that you can put right into your page instead of uploading it, and each image came with a complete citation – no tears required!
Finally, I should really state that I learned a lot doing this project. I learned a bit of HTML, reconsidered lesson and project designs for an online delivery, became way more comfortable with image citation, and of course, familiarized myself with Moodle. If I were to be completely honest, I wouldn’t do a math course like this again, without the aid of a tablet and desktop recording software. I think it might lend itself better to science courses, if I ever get to teach science again. I found myself thinking many times throughout the project – this would be so much easier if I was an English teacher! (sorry English teachers!)
References:
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Bransford, D., Brown, A.L., & Cocking, R. R. (2002). How people learn: Brain, mind, experience, and school. Washington, DC: The National Academies Press.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved from http://www.aahea.org/articles/sevenprinciples1987.htm
De Castell, S. & Jenson, J. (2003). OP-ED Serious play. Journal of Curriculum Studies, 35:6, 649-665. doi: 10.1080/0022027032000145552
Learning Resources Unit @ BCIT (2003). Constructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics Collaboratory. Retrieved from: https://connect.ubc.ca/bbcswebdav/courses/SIS.UBC.ETEC.530.66C.2014S12.33210/download/unit5-construct-method.pdf