EMOL

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• EMOL
• Effective Mathematics Online Learning

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Overview

• Introduction Scenario of Use

• Inquiry What is Effective Math Online learning?

• Design of EMOL Learning, Design, and Technology

• Evaluation of EMOL

• Reflections and next steps

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Critical Need

• Colleges and Universities need to optimize
  resources
• Faculty need new skills to develop online courses
• Our colleagues at Singapore Polytechnic need to
  meet this challenge

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Mrs. Lee a successful teacher

• Challenge
• Design effective online lessons for her course
• Solution
• Guided, contextualized, effective training

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Objectives

• Assist Target Users
• Math lecturers at Singapore Polytechnic
• Address Learning Problem
• How to design an effective math online lesson?

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Context of Use

• Institution structure
• Hierarchical
• Lecturers value good teaching

• Technical Infrastructure
• Blackboard platform
• Fast Ethernet connection
• Relatively good tech support

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Scenario of Use How does Mrs Lee Learn?

• Stage 1
• Build learners profiles Identify needs
• Learn design approach
• Identify milestones

• Stage 3
• Conduct users study.
• Evaluate refine

• Stage 2
• Design lessons
• Write storyboard
• Build prototype

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Scenario of Use How does Mrs Lee Learn?
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Conceptual Framework
INQUIRY
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RD, Approach and Methodology
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RD, Approach and Methodology
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RD, Approach and Methodology
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RD, Approach and Methodology

• Research and survey
• Designing and evaluating learning activities
• Discussion and gather feedback

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RD, Approach and Methodology

• Design the content of EMOL
• Write Storyboard
• Build Prototype

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RD, Approach and Methodology
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Demonstration

• Key Features
• Easy to use guided inquiry
• 3-stage model, sample lessons, learning
  activities
• Contextualized content
• Design and build own project
• Cooperation, Community of practice

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Evaluation of EMOL

• Addresses the learning needs
• Effectiveness of EMOL
• Use of Technologies keep it simple
• Blackboard platform, templates, java applets
• Collaboration tools (Discussion Board, chat, etc)

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Reflections

• From Singapore Team
• Engaging
• Peer-to-peer cooperation generates ideas
• The 3-Stage process is natural
• Stage 2 is least familiar and technically
  challenging
• Time consuming

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Reflections

• From Stanford Team
• Inquiry-based process is central
• 3-Stage design model creates an excellent
  learning dynamic
• Learning transformed into teaching
• Overly ambitious project goals
• Insufficient time to iterate design

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Iteration Next Steps

• Extend timeframe
• Revise our design process
• Incorporate feedback into design
• Conduct learning assessments

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Acknowledgements

• Thanks
• Singapore Team
• Singapore Technical Support
• Colleagues at Stanford
• Our Professors