The course where I intend using technology is the final engineering mathematics for semester students.
The last learning outcome of the course involves numerical techniques which involve solving differential equations and derivatives numerically, amongst other sub learning outcomes.
My biggest reason for using technology is to give the students a taste of something different. Traditionally these topics are covered using pen and paper but with the usage of technology, I am sure the students will find it more interesting.
Secondly, number crunching plays a major part in solving numerical technique questions and there are always chances of hitting the wrong button on the calculator. These kind of mistakes be reduced as EXCEL with do most of the arithmetic operations.
One powerful help that EXCEL provides is prompting for incorrect formulae input which otherwise the students will not be able to find out easily.
Typically I would give a mini test to the students on these topics which would last 45 minutes or so and most of that time is spent by the students on calculators. Using EXCEL will reduce the time consumed in this regard too.
In conclusion, using EXCEL will test the students’ understanding of the concept of these numerical techniques with them not getting penalised for their lack of proficiency with a calculator.
Hi Atif, thank you for clarifying your project a little more for us. I suggested you might also get students to create their own youtube videos in groups to explain how to crunch those numbers. What do you think about that? Now you need to provide a plan for doing this which includes:
ReplyDelete1. A time line with specific objectives.
2. What is your pedagogical approach? What role does the technology play in it? (Refer to the issues covered in Module 1)
3. What additional value does the use of this technology bring to the course, as opposed to not using any technology / using a different technology -could include increased motivation, engagement, collaboration, critical thinking etc?
5. How will the students engage with the technology? With regard to the text by Jonassen et. al., how do you ensure that the learning is with technology rather than from technology?
I look forward to reading about your ideas:)
What do you say about providing the students with an opportunity to use Excel to formulate one of the course Problems following preset guidelines. In a way you would be providing them with all the rational and criteria you have in mind as you're designing a quiz or a typical class exercise. However, in this way you'll engage the students in deeper thinking as they are trying to build their own problem. I would even go to the extent of throwing some peer-tutoring element there, by setting a deadline for the students to share their Excel problems for the rest of the class to try to solve it. Furthermore, you can provide the students an opportunity to reflect on the overall experience by constructively criticize each other’s problem designs.
ReplyDeleteToo missy ... huh? or are they going to learn with Excel rather than from it? I see this pedagogical approach more stretching for the targeted competencies ... rather than using excel to perform basic mathematical calculations " a bit more accurate calculator " ... you're touching on the creativity, critical thinking, creativity, and all those executive level skills that we're trying to find ways to inject in our teaching to better prepare our students for the 21st century ... ref. Module 1 stuff :)
You raise some very good points Barra - I always like the peer-tutoring as a truly authentic way of measuring learning - what do you think Atif?
ReplyDeleteI too am in favour of peer tutoring although I am a believer that peer tutoring cannot be forced upon students, both recipient and deliverer.
ReplyDeletePeer tutoring has a lot to do with the dynamics of a class and generally the students tend to find for themselves which of their peer can they look up to for help and guidance. It is a natural process which takes place in its due course.