CCCOER Webinar - Open Online Math Homework for Open Textbooks


Uploaded by CACommunityColleges on 29.06.2012

Transcript:
good morning. Welcome to our January
webinar. I am Una
Daley, the average manager for the
outreach manager for
the
consortium.
For those of you who are new to
illuminate, and want to point out a few things to you. The main part of the webinar will be on the big white
screen. In the middle of the left-hand column you
can participate in the chat
window. You will find a list of participants about in the participant went
out. Feel free to use the emoticons that are beneath the participant went
window.
Please type any questions into the chat window.

David has mentioned that you can call in on me phone. If you need to [CHAT WINDOW].
I would like you to introduce yourself in the chat
window. Put the college or institution you are associated with so people will know where you are located.
[SEE
SLIDE]
before we get started with the main part of our
webinar, I just want to go over a little bit about the community college consortium for open
education.
It was set up about 4 1/2 years ago. Our mission was
driving awareness of open education
resources and promoting the adoption of those resources at community college to make teaching and learning more affordable.

Next month is open education week. We invite you as members of
the OER community to participant in
this.
If you are interested in submitting, we are asking
for submissions by the end of January. I realize that this is today. By this week, you
may submit something. Using the URL at the top of the page.
[SEE
SLIDE]
finally, I wanted to let you know that CCCOER
will be at the following
places. Please let us know if you plan to attend so we can work on an initiative together.
[SEE SLIDE]

Here is a list of our current advisory board members. You can see they are from around the
country. If you would like to join the advisory
board, the more voices we have, the more we can achieve together.
[SEE SLIDE]
Here is our
agenda. David will give a discussion on his open online math homework system. He will also give it to
her of his website and we will have demos of
on his math courses and in some time for Q. and A.

It is my pleasure at this point to introduce David Lippman. David has
taught math for the last 12 years and has been involved in open
source.
David will give us a lot of detail about
that. David is the author of at least two open text books on mathematics. He has been involved in this in quite a
time and is a real Renaissance mathematics professor.
>>DAVID:
Good morning, everyone.
[SEE
SLIDE]
I promised to keep the introductory step
short. I want to start with how this all started. It started with the fact that online homework is good for learning math. Students
get immediate feedback and there is unlimited practice. That is a good
thing. Six years ago it was a much tougher sell than it is now. People have gotten used to using sites that
provide math homework.

I was frustrated that my students had to pay for access to these online homework systems when they bought used
textbooks.
That is where IMathAS came in.
[SEE SLIDE]
It can do all the rhythmically generate
is not the only open source online
system, but I like to think it is the easiest to use.
Along with this came
WAMAP.org.
[SEE SLIDE]
It is a Washington state installation of
IMathAS.
We got some grant
support to create the first few thousand questions. The really cool thing is that the contact development has
continued by faculty members because it is useful to them. I think this is a great example of an open
source immunity being successful as people are continuing to develop and sustain the
project even though funding is minimal at this point.
We have approximately 20,000 questions
now from arithmetic through calculus. We also
have prebuilt course shells for 20 or so textbooks.
[SEE SLIDE]
I wanted to make this available to everyone. This worked through open textbooks. My big issue with open text
books is that they have a hard time competing with commercial books until they have that scent of ancillary
like online homework.
So,
a co-author and I created a full
course package for precalculus and trigonometry. We wanted a way to share this with everyone, and
that is where MyOpenMath.com
came in.
[SEE SLIDE]
You may set up your own installation of this on your own server if you want
to. This is a free hosted installation. It contains all 20,000 questions I
mentioned. We have prebuilt courses for several open textbooks. It's available for instructors to use with students or it's available for students to use for self-study.
If you have a student in York County with class who can't remember pre-calculus, you can send them here and they can do some practice on their own with access to free textbooks and free online
assessment.
[SEE SLIDE]

I realize people need to be able to find this stuff. That is where
OpenTextBookStore.com came in.
[SEE SLIDE]
Now comes the fun
part.
I am going to share my desktop
now.
This is what the open textbook
store looks like. It is a simple catalog of books ranging from arithmetic through calculus.
Unlike
a lot of open textbook site, I try to provide a lot of information: summary, table of
contents, and a list of the supplements available.

There are links
to where you can buy the book, or you can read the book online. I have found that the majority of my students still want to have a printed
copy of the textbook, so it was important for me to choose books
that are available in a printed form.
We have a lot of options here.
The
MyOpenMath
site
-- most of the books are under
$30. So,
the site is the online homework system. I'm going to give you a quick, platform
preview and then
we are going to let James jump in and show you an actual course.
The site does what you would expect from a course management system. You can
post pages of Web information, you can post links to other websites, there are discussion
forums. One of the nice things about the discussion forums in MyOpenMath
is that they do support mathematics, so you can use calculator style
notation in order to enter your answer. When you click out of it,
it shows it as rendered math. There is
also a graph editor so you can grab equally
ations.
We have
discussion forums that enable discussion of mathematics. That is what the system was built for -- math.

Like any good online homework system nowadays, it accepts anything that is out to
algebrarically
equivalent within
reason.
It will automatically grade
problems. If students want, they can try similar
problems. The student has the option of either giving the vertex form here or the standard
form here and both will be happily accepted.

There are students that require the student to do graphing. Some of the questions include video
links if the question authors have included them.

It has other features you would expect from an online system. There is a full feature great book. You can include your in class grades as well as your online
grades. You can't wait to grades, you can set up categories... I love that you
can click on the average and bring up an item analysis. This will show the average score of my students on each of the
questions. So I can determine which problems my students are having trouble with and I need to spend more
time on.

One of the nice things about this platform
is that it was really developed by faculty for faculty. Almost everything in here was developed because some faculty member out there thought it would be really nice if I could
do... for example, when I taught my online class, a heated setting up dates for the next
quarter because I would have to go through and change the dates and every item in the
course. So, based on recommendations, I set up something where you can change the dates for every single assignment in the course on one page. This makes things much, much quicker.

As I mentioned, we have content ranging from arithmetic through calculus,
even beyond what is included in the open
textbook. You can find additional information
easily.

Weekend preview questions to see what they are going to look like.

One of the really nice things we tried to do on this site because we build content around open textbooks, when you go
in and add a new
course, is going to ask you if you want to use content from one of our prebuilt courses. You can jump in and say, yeah, I want to
use David's precalculus course. When
you click enter, it will copy my entire course shell. You will need to
change date and adjust some settings, but otherwise he will be ready to roll.
That is a quick preview. Any questions before I turn this over to
James?
>>UNA:
this is James Sousa. We are very pleased to have
him join us as well as David. Jesus taught math for 15
years, the last nine at college level. He has been using OER
courses for two years, but last semester he switched to using only OER. Welcome, James.
>>JAMES: thank you. A few years ago
I started making math tutorials and posted them on
YouTube. The courses that I'm going to show you
today
is that based upon the pre-algebra textbook authored by College of the
redwoods. Before I show the course, I want to go over some of the things I think are beneficial about using OER.
[SEE
SLIDE]
because the resources of free, it is amazing to me
that on the first day of class every student has access to the eBook, the homework, and all the things that will help them be successful in the course.

We no longer have
to worry about new editions of textbooks and reusing what we used
before. We can make the class better and better for students.

As David mentioned, because it is open source, anyone on the server can write questions, save question banks, and share complete courses. It is a
great way to collaborate with colleagues.
[SEE SLIDE]

what you are seeing now is the homepage from my arithmetic
course. If the student were to click on February 6, they can quickly see what assignments are due on that day. Underneath the calendar, there is an announcement
feature. This is the main
way that I communicate with my online students, but my face to face students can also see what occurred that day.

I have a discussion board to communicate with the students.
All of the content is divided into seven modules. These can
be related to a chapter in a textbook. For example, here is my dual one. Each module is divided
into several sections. This module has eight sections. There are three layers to each
section. So if I select section
1.4, you see that the first link is to the specific section from the textbook.

This should open up as a PDF file so students can save or print this as
needed. After the access to the textbook, the students have access to the videos. I have to type of videos, both of which are posted on YouTube. I have the lessons and video
video
lessons and video examples.
The students click on the
link and the lesson is opened and YouTube. After
watching the lessons, they can view more examples. The video lessons are from 5 to 10 minutes, the video examples are from
The video lessons are from 5 to 10 minutes, the video examples are from 2 to 4 minutes.

The third option under each section is the online homework. What I have done is in approximately 80% of the problems I
have designed, I have embedded this video help option. So, for this problem, if it be student wasn't able to determine the
correct digit in the place now you, they can click
here and they will get a short video clip on how to solve a similar
problem.

So, the entire course is laid out in exactly the same way. Again, we have seven
modules. Each module has several sections. Each section

As I mentioned earlier, I am trying this course in a flipped classroom.
This means I expect the students to watch the videos as part of their homework and in class we
either have activities or they work on their homework.
[SEE SLIDE]
students can produce it at their
own pace but must meet due dates. Students keep a conference of notebook that is graded after every
test. Students work in groups on number since activities
weekly. Students have the option to test out of a module if they can show they have
mastered the concepts. Therefore, it is possible for the students to finish the course
early.
[SEE SLIDE]
here are some results from a student survey that I gave. My first question was how
many of the students knew this course was taught using open source or free materials before registering. You can see
that the majority did not know
this. The second question was how important is it to you that the instructor consent there is the cost when selecting course
considers
the cost when selecting course materials? This tells
me we are not doing the best job of
promoting open courses.
You can see here that the textbook didn't get a high rating, but a lot of the students are using
the textbook so I think this is a little misleading.

You can see the videos, the online homework, and the overall course materials, out
of 33 students, the majority rank it either a four or a five.
Next I asked them to rate the different aspects of the course
design. For the registration process, 27 at
it 33 rate it a four or five. Finding what you need in the course,
it the calendar, etc.
[SEE
SLIDE]
Finally,
some comments about the
course. The first comment is, this is the most understanding course I've taken for math. You make it much more easier to understand math.

I like it so far. I feel that I have a lot of help with videos and such.
So far I love this class, great program.

I am from the era of your's for classroom work. I am trying to adapt to this, but being 49 years of age doesn't
help to like all of our work online.

This is my first year attending college. I only have two classes and that of the two I love the way we have the videos that teach us the
material.
Okay, David, your
turn.
>>DAVID:
any questions for James before he walks away?
>>UNA: We have
a question in the chat window for you, David. What do you require in the notebook?

>>DAVID:
>>JAMES: I am going to show you
the precalculus course that a colleague and I
developed.
[SEE SLIDE]
one of the cool things about
this product was we developed a complete package of materials that we could pass on to another instructor that would be a good starting point for teaching the course.
In here we have our course information. This includes things
like --
I am in the wrong course. Just one moment.

So we have a course guide for the instructor
here. This gives an overview of what is in the course, how to use the course shell, and a day by day guide. We designed this course for face-to-face instruction. This
outline if you are on a 50 date schedule, but we suggest for pacing, where you might want to put
in quizzes, handouts, worksheets, and things like that.

There is a link to the fulltext book which is online.

Where the instructor, we have various resources. One is a
lecture died. I called him teacher notes, that really they are sets of lecture
outlines. I try to include a bunch of examples in here that are different than what is in the
book.
So, I have included a bunch of examples in here that can be used in the class as a starting point. We are trying to mimic the
instructor guide that comes with a lot of commercial
textbooks.

We also have sample assessments. So for each chapter we have a set of quizzes, some exams, sort of samples that can be used as starting
points for an instructor teaching the course.
For the student, we
have a sample syllabus that you could start with or
not. And a diagnostic introductory assignment, and
really, for jumping into the good stuff are the individual chapters.

We have the online book. It is also available in printed form for $15 for the entire
book. It looks like this, it looks like a book.
For each of these sections of the book, we have the online
homework. One of the nice things about this is that because we built both the online homework in the textbook, there is a strong
alignment between
the homework and the textbook.

We also have some class handouts and worksheets that an instructor might want to use. Like all open
resources, the cool thing is you can use as much or as little as you'd like. If you want to use it all, you can, but if you don't want to use any of it but the transformations
worksheet, you can do that. That is really the power of open.

So, we have that for the entire course. We also have some links in here to some other open precalculus
materials.

We employed our students to help us out and we had them to find YouTube videos that related to the homework problems. So we have a list of a couple of hundred of
videos related to
the homework problems. In theory -- we have not dented them all yet.

That is the precalculus course.
Any questions on that
quacks
?
[CHAT WINDOW]
there are two answers to your question. Yes, the course includes a common
cartridge.
The cool thing that you can
do if you are using blackboard nine, you can go to course
items, export, and select a common cartridge export and create an export of the course. This will
use a new thing called learning tools
interoperability. It is still a work in progress and isn't perfect yet, but I think within the next year or so we will get some really good interaction. Other
questions?
[CHAT WINDOW]

What about the monitoring for broken links? In theory, the advantage of open
is like James mentioned, there is continuous improvement. When people are using their materials, one hopes they will keep them
updated. So, I am teaching this class using my materials. If ever a link breaks, I will be fixing
it. I know James uses his materials. The other thing is that like most of the videos -- I know all of James's videos are on YouTube -- all of the textbook
links for this course are to my
site, so they are not going to
break. Certainly, if you ever find a broken link, let me know and we will try to go fix it. Let's see...

so, you could bring in everything except the online homework into
Angel [CHAT WINDOW]. Our college uses Angel as
well. When my students log into their online course in Angel, it
says Angel doesn't work, go here and stand. It is really no different than using web designer and my math
lab. You have to direct them out of
Angel into those systems as well because Angel can't do math.
Any other questions?
The open course project at Washington State community college was a project
to develop open courseware for the 81 top courses in our
system. The first 40 were released recently. They
include -- Matt Wise -- beginning and intermediate algebra, precalculus, trig, statistics, calculus one through
three. The beginning and intermediate algebra you will find
on MyOpenMath.
There is not a full set of homework developed yet for the calculus. We will be working on that
soon.
Let me answer a couple of these other
questions.
Okay, I will finish my presentation and then go back to questions.
[SEE
SLIDE]
for the precalculus course, we gave a student survey. We asked the students how the textbook compared to the others they've used before. Generally, the feedback was quite positive. As you can see, a large majority of students felt the ease of
reading was the same or better. The ease of understanding the material was as good or
better. The writing style was good. Generally, good feedback on the book.
Interestingly
, we found that 84% of the students read the book at least
occasionally. Only 43% read it often. Like I said, once you start using online homework, particularly if you have videos, my guess is a lot fewer students will be reading the
book. Maybe that is okay.
[SEE
SLIDE]
we found that 88% of the students read the examples in the book at least
occasionally. A proximally half of them watch the videos at least occasionally, and about half of them just to buy a printed book. Interestingly, this fall about half of our department adopted this
book. We found that over 75% of them were buying printed copies from the bookstore, even after they found
out that it was available for free online. My theory is because it is under
$20.

So, that is the end of my bit. Let me get back to the questions.
[CHAT WINDOW]

yes, students need a password to access. There are two ways that they can get into this stuff. One is as a member of your course, and the other is by
self-study. If they went to self-study, they need to register as a new student and say they want to enroll in... precalculus
one. It will sign them up for the precalculus one self study course which has no
instructor.
Alternatively, if you create an instructor account and create your own copy of this course, then you will be given a course
ID and you can specify enrollment ID.
Then the student can say I am in course to 15, with the enrollment key of, map is
cool. Then they are signing up for your course instead. That is how you get access to the gradebook and all of the recordkeeping that goes along with that.

But it is said that the students can help enroll once you have created a course.
John asks how stable the site
is. Certainly, it is my hope and goal to have it be stable. It is
a free product, so there are no funders supporting me. It is very much and on the budget
operation. This comes with no guarantees in terms of
uptime. It is open source software which means you can at your discretion set up your own server using the same software and
copy all the content onto your own server. That way, you can
regulate the uptime yourself. I am also in discussions with a commercial
company -- XYZ homework -- who uses the same homework,
about using the same software, but I don't have any announcements on that yet.

The strategy that I have taken to get other instructors to adapt the course is just to make sure they know about it. What we have
done is submit open textbooks every time we have a textbook's election process. I think the first consideration should be quality
of materials and appropriateness to the course. However, costs and that sort of thing should be a concern as
well. With the precalculus we ended up adopting that. There are also many of us who are
piloting a Cheerios. After we have some piloting experience, maybe that will change the minds of some people who are a little bit of
naysaying. Again, I really think part of it is making it easy for people to find things. That is why I created this open textbooks or catalogue. You know, you go to
the college open textbooks site and it has 500
books. It's a great site, but a large majority of those
are small wiki pages that are complete and ready to use materials. So, I wanted to collate a list of materials that I thought were really ready to use in the classroom without needing a lot of additional materials.
Let's
see...
>>JAMES:
in my case, I am the only one in the department that is taking that leap, but because it is gone so well for me, I am planning to
pilot additional courses in the same
format. As soon as they teach anything and it goes well, I start to tell everyone about it in meetings and try to get people on board. Right now my
entire department is reviewing the arithmetic
materials so hopefully next semester anyone who wants to start using it. Really only takes one person to dive into and give it a
try. Then they just be to show what they're doing to other people and others will get on board.

The
>>DAVID:
for publishers the textbook depends on which one you are looking
at. Most of these books are printed through Lulu.com which is a print on demand
site. It is darn cheap, which is why I love
it. I mean, we have a 500 page book that we can get printed for
$15.
Shane asks what other math
professors can contribute.
Anything you
want! just shoot me an e-mail with anything cool you have created. I would like
to add to these open course shells additional materials. So, in our precalculus course, we have some other instructors teaching out of it and they are coming up
with new worksheet and handouts and as they give those to meet, I'm going to give
them two shelves so they are available for other
people. If you find a new open textbook we don't party have material for and you want to build up material for it, you are welcome to do that as well. One of the cool things about my open
math that because we have all that open content is easy to repurpose it to another textbook. For example, I was teaching beginning algebra this
quarter and I am using Tyler Wallace is beginning and intermediate
algebra. There was a section I didn't have any content for that was kind of review material. So, it went and grabbed some stuff out of
James arithmetic course so that I would have more
material. Let's see, were there other questions?

I would love to list books from other subjects, but I don't know about other subjects so I have not.
>>UNA:
would have been a good place to start would be the open textbook site. You can search by subject area they
re. You can also contact me for more
information.
>>DAVID:
Alfred asks if the available materials are compliant or going to be with the upcoming common core
standards? Well, I know very little about the common core
standards. I would certainly love to see this information connected with the standards. Someone is just going to have to do
it.

>>UNA: I know people are still asking questions about
the there is a question about the book that you
showed, David. Those were from David's website.
David was not in the slideshow at the time he was showing you from his web browser on the desktop. You can go
directly to that link. I put it in the chat window for the
further
up.

>>UNA: we still have five more
minutes. I want to thank everyone for attending. At the bottom of the slide is contact
information for David, James and myself that I can be of any
help at pointing you at topics outside of math as well.
We will be having a February
CCCOER
for English composition. Save the date if you
can.
I will open this back up for
questions.
The recording will be posted in
I will type links to where you can access the recording and the chat window.
>>DAVID: just as a final comment, by all means feel free to shoot me an
e-mail.
Feel free to play around on the map site. That is really what I created for.

>>UNA:
thank you David and James for putting in the times to do this presentation. It is really exciting information. James didn't get to talk too much about the flip
classroom but I think many of us are looking at that new pedagogical technique in a very exciting
way to see students drive their own learning. James I'm sure is happy
to answer questions over e-mail as well.

James, would you like to tell people a little bit about the flip classroom?

>>JAMES:
as I mentioned students spend their
come to
I
do open the course with a mini review of the videos they should've watched the night before. I walk around the classroom and help small groups
or individuals. I like that I'm able to make content with every single student in each class. They know that I care about where they are. It is a nice way to kind of
counsel them as well as teach mathematics. I noticed that students who sit next to each
other tend to form a
community and help each other. I did have some statistics about it, but I only had one section last winter of 25
students. This is not a great example, because we have about 35
sections, but the retention rate was higher. I am looking for to come. Again this
semester because I have four other colleagues teaching seven other sections of the same format, but I am the only one using OER
Kurils. Will be a trooper Pearson, but it will be an nice way to look at the data.

>>UNA: that will be exciting to see.

>>DAVID: I was just going to mention
I can show
the elementary
algebra on my open math. The course is divided into modules, each module is broken into smaller
groups. If the topic is order of operations, he has the setup with conditional release. Cannot have it displayed that way right now, but he has it set up so that you must do the first assignment before the second one shows up, but for the third one shows up, etc. So the first of these has a little
video that shows a couple of examples. Then there are two questions that relate to the examples in the
video. So it is kind of watch the video and make sure you know how to do it. And his website for the book, he has a printed workbook
that aligns with these videos so the students can take notes on the videos as they watch them. So it walks them through various levels
of order of operations
, etc.
Then there is
a mixed homework using multiple problems. So he has students work through these areas topics and then at the end of the module there is a
test. He has
students working through this kind of at their own pace so the instructor can go around and work individually with
them.
>>UNA:thank you for sharing that, David. At this point I am going to close the webinar