ED-MEDIA 1999 Proceedings Book - Association for the ...

More documents

Recommendations

Info

are the effects in procedural learning" International Journal of Instructional Media, 19(2), 85-96. 29. Slavin, R.E. (1983). "When does cooperative learning increase student achievement" Psychological Bulletin, 94, 429- 445. 30. Slavin, R.E. (1987). Cooperative Learning: Student Teams (2nd Ed.), National Education Association, Washington, D.C. 31. Yager, S. (1985). "The effects of cooperative and individualistic learning experience on positive and negative crosshandicap relationships," Contemporary Educational Psychology, 10, 127-138. 32. Yager, S. and Others (1986). "The impact of group processing on achievement in cooperative learning groups," Journal of Social Psychology, 126, 388-397. 33. Yang, W.L. (1989). The Relationships among Goal-setting, Achievement Motive, Self-Efficacy and Performance, Master Thesis, National Chang-Chi University, Taiwan, ROC. (In Chinese)
Designing a Course Web-Site to Supplement the Teaching of Part-Time Engineering Mathematics Course in Singapore Polytechnic: Introduction to Calculus (A prototype) [1] Chao Yunn Chyi Maths/Science Department Singapore Polytechnic, Singapore (Chaoyc@sp.edu.sg) 1. Introduction A problem one encounters when teaching the part-time Engineering math courses in Singapore Polytechnic (SP) is the lack of resources available for the part-time (PT) students outside of classes. The typical PT student is a person who works full-time and attends classes at night part time. In this scenario, there is typically a continuous 3-hour lecture, once per week. PT students are expected to master the material as it is being presented, complete homework based on those topics, and quite often be ready to demonstrate their knowledge by completing a quiz or turning in homework at the next meeting. Variability in ability among the students and the short meeting time make it hard for the instructor to meet the needs of individual students and therefore the ones who need the most help do not get adequate attention. This lack of individual attention often leads to PT students having difficulty with the homework exercises. In the case of Calculus, help from friends is rare due to the nature of the subject. And to travel to the campus to seek the instructor would make sense only if the instructor is a full-time employee, and besides, PT students may not have the time to find the instructor outside of class. These difficulties are tackled by designing a web-site to supplement the first semester Calculus course. We called it the ITC (Introduction to Calculus) web-site. 2. The ITC web-site (A prototype) http://www.sp.edu.sg/department/ms/Math/ITC/index.html The site aims at helping the PT students to obtain a more thorough understanding of the topics, and allows more advanced students to go in-depth and explore, making use of the vast resources from the Internet. Students and the instructor may use the discussion corner in ITC to conduct discussion asynchronously and work collaboratively. The site discusses the topics of Calculus on a weekly basis, following the syllabus of Calculus I. In the prototype presented here, a single topic on "Newton’s Method - an application of derivatives" is selected. The ITC web-site is presently on trial to a class of PT Mechanical and Manufacturing Engineering students taking the Engineering Mathematics 2 (EM2) module in Singapore Polytechnic. 2. The Design The ITC web-site was designed to allow self-paced learning and to tap the affordances of networks and webs, i.e. increase access to information; to communication; and to collaboration (Brackett, 1998). Eight components: Lecture Notes, Guided practice, On-line quiz, Homework, Beyond the Basics, Discussion Corner, Tools and FAQ were included in the web-site to achieve the objectives. (1) Lecture Notes--This component gives a summary of the face-to-face lecture on the topic of the week. Students could check in on this page to revise their own notes at their own pace. In particular, interactive examples (Java applets) are incorporated to allow the learners to observe the graphical representations of Newton’s Method with different inputs. (2) Guided Practice--This is a place where students can go over more examples in detail. This component contains samples of questions with guided solutions in a step by step manner. The students will have the option to supply the “next step” or ask for further hints or solutions. [1] This project was first developed to fulfill the course requirement of T525-Designing Educational Experiences for Networks and Webs (Prof. George Brackett) at Harvard University. It was a joint project with my friends Maria Coulson and Robin Losey. The URL of the web-site: http://www.sp.edu.sg/department/ms/Math/ITC/index.html
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5 and 6: 2. Functionality of the BSCW System
Page 7 and 8: 3. First empirical findings During
Page 9 and 10: of the users as participating actor
Page 11 and 12: 2. Other Characteristics of the Pro
Page 13 and 14: education resources are being produ
Page 15 and 16: y using a drop-down menu: Informati
Page 17 and 18: Results Computing ability and expos
Page 19 and 20: instructional designs while introdu
Page 21 and 22: Global Educational Multimedia Serve
Page 23 and 24: Assured Access/Mobile Computing Ini
Page 25 and 26: The University has set up a secure
Page 27 and 28: * Changes in educational paradigms
Page 29 and 30: Using Computer Imagery and Visualis
Page 31 and 32: Publishing an imej Journal for Comp
Page 33 and 34: In summary, we offer the following
Page 35 and 36: Discussion Forums and Peer Review F
Page 37 and 38: Languages and Statistics: Solutions
Page 39 and 40: Kelly and Leckbee (1998) indicate,
Page 41 and 42: A Wide Array of Uses: Inquiry and I
Page 43 and 44: Effects of Question-Based Learning
Page 45 and 46: The EFFECTS of TRAINGING METHOD on
Page 47 and 48: 3. RESEARCH METHODOLOGY A 10-day ex
Page 49: prototype for futuristic learning e
Page 53 and 54: International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
Page 59 and 60: Learning in Safety and Comfort: Tow
Page 61 and 62: Networking The Nation Noel Craske S
Page 63 and 64: Norfolk Stations. Schools of Distan
Page 65 and 66: one-on-one with Teaching Assistants
Page 67 and 68: Java. One of them is already an exp
Page 69 and 70: • Personal study room management
Page 71 and 72: As has already been discussed in th
Page 73 and 74: On-line Support of On-Campus Educat
Page 75 and 76: In-service Teachers Teaching Pre-se
Page 77 and 78: How the Construction & Analysis of
Page 79 and 80: Yet, still we ask ourselves: How do
Page 81 and 82: us, we need to be ever-conscious of
Page 83 and 84: A Reporting Simulation Using Toolbo
Page 85 and 86: environment — it is impossible to
Page 87 and 88: Actually, when a particular author
Page 89 and 90: Any instance of this type is an HC
Page 91 and 92: Figure 5: Saving an Educational App
Page 93 and 94: To address this problem Webfuse dra
Page 95 and 96: Cognitive tools can act as structur
Page 97 and 98: In this study, we propose the follo
Page 99 and 100: more information about it, for exam
Page 101 and 102:
Charlottesville, VA., 691-696. Muly
Page 103 and 104:
ownership is retained by the instit
Page 105 and 106:
priority, it is in the interests of
Page 107 and 108:
limitations of the prevailing compl
Page 109 and 110:
exchange information with other cla
Page 111 and 112:
whether compiled or interpreted. So
Page 113 and 114:
A web site system for instructors t
Page 115 and 116:
is to monitor the status of learner
Page 117 and 118:
the capability grant G13 as Not Set
Page 119 and 120:
Slavin R.(1994), Small group method
Page 121 and 122:
tutor. Support offered in the form
Page 123 and 124:
Apart from utilising the functional
Page 125 and 126:
Rogoff, B., & Lave, J. (Ed.). (1984
Page 127 and 128:
Java can significantly increase the
Page 129 and 130:
The modules are designed for a vari
Page 131 and 132:
adapted tests to assess the student
Page 133 and 134:
Architecture of HEZINET The system
Page 135 and 136:
Berners-Lee, T. & R. Cailliau, (198
Page 137 and 138:
The ParlEuNet system will provide a
Page 139 and 140:
3. Students use a dedicated HTML co
Page 141 and 142:
The prototype under development is
Page 143 and 144:
make an hypermedia educational envi
Page 145 and 146:
accreditation or standing in countr
Page 147 and 148:
A government designates a certain a
Page 149 and 150:
will be involved - either in partne
Page 151 and 152:
Streaming 7000 films... Uwe Sander
Page 153 and 154:
and how to innovate will be paramou
Page 155 and 156:
Toward a framework for instruction
Page 157 and 158:
A knowledge integration approach to
Page 159 and 160:
In 1978, the University formalized
Page 161 and 162:
comparisons to conventional instruc
Page 163 and 164:
Multimedia Cases in Teacher Educati
Page 165 and 166:
Merseth, K.K. (1996). Cases and cas
Page 167 and 168:
Using Multimedia to support mentors
Page 169 and 170:
Conclusion The project is still und
Page 171 and 172:
An Investigation into Faculty Attit
Page 173 and 174:
Web-Based Testing in Distance Educa
Page 175 and 176:
Selecting Internet Technologies to
Page 177 and 178:
Designing and Implementing Web-Base
show all

ED-MEDIA 1999 Proceedings Book - Association for the ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?