Integrating Web-Based Teaching Tools into Large University Physics CoursesOutlineOverviewWhat is Physics 218?More on the coursePrimary GoalsWhat does this mean?A Silly ExampleThe Teaching ChallengesOther ChallengesYet more challenges…Big Picture SolutionSystem GoalsCombine Elements of Good TeachingOverview of the ToolsWhy WebCT?More on TheoryThe DealNotesThe SequenceMore CarrotsAMES (Math)AMES ContinuedCHAGS Homework SystemExample using WebCTQUICK (After Homework)QUICK Mini-PracticeDiscussion & ResultsOther ResultsFirst Exam Scores after MathMini-practice ExamsWhat we CAN’T claimBut…Other ObservationsConclusionsSlide 361Integrating Web-Based Teaching Tools into Large University Physics CoursesDavid TobackDepartment of PhysicsTeaching With Technology 20062/15/2006Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 2 Outline•Overview•Introductory Physics: Multiple Course Goals and Challenges•Our Online Math and Homework Quiz Systems•Incorporating them into the course•Results and ThoughtsTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 3 Overview•Using web-based instruction in Introductory Physics courses is nothing new•Studies show simply turning in homework online is no better than properly graded pen & paper homework•What does appear to matter is the content and HOW online activities are structuredThis talk:–New tools–How to incorporate themTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 4 What is Physics 218?•Large, introductory course•Typical enrollment is 1,500 for Fall and 750 for Spring•Split up into lecture “sections” –120 students/lecture –Single professor per section•Common syllabus, instructor dependent lectures, exams & gradesTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 5 More on the course•Course style is known in the literature as “Traditional”–Lecture (x2/week)–Recitation and lab (x1/week)–Graduate student leader to solve problems•Designed for first-year Engineering majors–Preparation for engineering curriculum•Calculus is a co-requisite–This is problematic (more later)Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 6 Primary GoalsCreate Good PROBLEM SOLVERSTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 7 What does this mean?Being a good “problem solver” means many things to many different people•Here I mean:–Understanding the concepts in the problem–Turning the physical quantities into symbolic variables –Translating the problem into the language of Mathematics (symbolic notation)–“Turning the crank” on the math to find a “Closed Form” solution and a numerical solutionTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 8 A Silly ExampleYour car can drive at 60 miles/hour. How far can you travel in 0.7 hours?•Speed = S = 60 mi/hr•Time = t = 0.7 hours•Symbolic answer: Distance = S x t•Numeric Answer: Distance = 60 mi/hr x 0.7 hr = 42 miWant student to be able to do bothTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 9 The Teaching Challenges•Many students have very poor math and problem solving skills•Great variation between the best and the weakest students•Most students aren’t taught to use variables–High school: “Get good at plugging in the numbers into the equations we give you”Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 10 Other Challenges•We have VERY limited human resources for grading feedback or tutoring time•When this program began (2001) there were:–No web-based instruction or tools–No math remediation materials–Homework was not collected or graded–No feedback other than exams and easy weekly recitation quizzesTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 11 Yet more challenges…Many don’t know how to study at the college level•Often the smartest kid in their school, didn’t have to spend too much time studying or do many problems•Don’t know what to study. “I looked over the homework before the exam, like I did in high school; everything kinda made sense…” •Don’t know how to tell if they’ve gotten the problem rightTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 12 Big Picture SolutionCreate “Teaching-while-quizzing” tools and deliver them with WebCTTwo Separate Issues:1.The Quiz Tools Themselves–Nothing terribly new or complicated2.New ways of incorporating them into the course as a wholeDesign with both in mindTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 13 System Goals•Remediate math deficiencies•Level the playing field without biasing the grades in favor of the better-prepared•Automate homework grading and provide quick feedback•Guide study time towards problem solving•Teach students how to check their own work•Make it REALLY EASY for other instructors to incorporate the tools into their coursesTeaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 14 Combine Elements of Good Teaching•Explicit Goals•Immediate and Constant Feedback•Balance between skill-level and Challenge•Improve “time-on-task”•High expectations•Motivation for performance•The Opportunity to “Repeat Until Mastery”Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 15 Overview of the ToolsThree Separate Quizzing Tools1. The Automated Mathematics Evaluation System (AMES)2. The Computerized Homework Assignment Grading System (CHAGS)3. After-homework QUizzes Intended to Consolidate Knowledge (QUICK)Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 16 Why WebCT?All tools implemented with WebCT, but in principle could have used other formats•Quiz tools readily available•Design once, reuse indefinitely/easily for all instructors•Students can use anywhere•Class rosters automatically added•Neo account security•TA’s can enter in grades•Huge server capacity–We’re a HUGE hog of resources•Great support from ITS!!! (Thanks Rhonda!)Teaching with Technology 2006 David Toback, Texas A&M University 2/15/2006, 17 More on TheoryWe use some of the ideas in the (non-physics) education literature in new ways•Mastery Learning–Repetition until achieving a certain score•Precision Teaching–Repetition
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