collaboratories-math-LMS

How collaboration is just a modern LMS away


A means to flip

Flipped delivery of lectures is often used in the collaboratory approach. To ensure student engagement, as well as provide the teacher with formative assessment data, the flipped delivery of lectures is embedded in WebAssign using such online tools as YouTube or EdPuzzle.

This monitoring and assessing of student lecture viewing provides key mid-level data to reduce misconceptions and develop greater conceptual understanding–leading to greater gains in disciplines like mathematics. Given the time savings from flipped delivery of lectures, a teacher can collect and analyze student writing with digital assessment capabilities or good ol’ fashion “by hand.”

Pooling capability for high stakes

Since class time is spent on concept development and building procedural fluency from these concepts, the LMS should help the teacher build questions (to occur in initial assignments, through exams, and culminating on a final exam) around material learned. From this, mastery of the content by a student (or whole class) can be tracked and displayed in the collaboratory.

As for high-stakes assessments such as module or chapter exams, these are offered in a campus testing center under proctored conditions. Exams can be taken multiple times in this format to further promote mastery learning. Given the randomization and pooling capabilities of a modern LMS, students get a greater range of questions tied to concepts, which can significantly reduce the possibility of academic misconduct.

Michael Lafreniere is an associate professor at Ohio University, Chillicothe Campus.

References

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.

Hatfield, J. J. (2010). A method for automating the analysis of tablet PC ink-based student work collected using dyknow vision. In R. H. Reed & D. A. Berque (Eds.), The impact of tablet PCs and pen-based technology on education: Going mainstream (pp. 57–64). West Lafayette, Ind.: Purdue University Press.

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. New York: Routledge.

Kamin, S. N., Capitanu, B., Twidale, M., & Peiper, C. (2008). A “teacher’s dashboard” for a high school algebra class. In R. H. Reed, D. A. Berque, & J. C. Prey (Eds.), The impact of tablet PCs and pen-based technology on education: Evidence and outcomes (pp. 63–71). West Lafayette, IN: Purdue University Press.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard advantages of longhand over laptop note taking. Psychological Science, 0956797614524581. http://doi.org/10.1177/0956797614524581

Wulf, W. A. (1993). The collaboratory opportunity. Science, 261(5123), 854–855.