Complete outline for materials

OERu 2012 / 2013 Prototype Design and Development Project

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Key points

A wiki does not have a native hierarchical structure it is a "flat" technology - we must create structure, but this provides tremendous flexibility, but can be a source of confusion for both learner and content developer. Hence the need to think about structure early in the process. It is possible to stitch together individual wiki pages into any structure or sequence. Each individual wiki page should ideally not be more than what can reasonably be displayed on a screen without too much scrolling. Remember we want to integrate and reuse the materials in different technologies, eg print and LMSs and contexts, eg. different courses or localisations for different countries. Modular design enables better reuse alternatives Start with a high level content outline then focus on individual sub-sections. When working at the sub-section level for a wiki tutorial or resource, we have found that it is best not to incorporate more than two hierarchical levels.

Here is a rough outline- feedback needed!

A Mathematical Journey

Course Guide

Introduction and Aims (Learning Outcomes)

This course is intended primarily for a learner who has been out of formal education for some time. It may be someone who never went to university level study because of work obligations. Or, it may be someone who has a few credits at the higher education level (perhaps community college in the US or a few credits from a university.) The intent of this course is to build on whatever experience the learner brings, helping him or her integrate previous experience with mathematical methods for the solving of authentic problems.

By the end of this journey, learners should be able to demonstrate their ability to do the following:

1. To use algebraic tools such as equation solving and graphing
2. To articulate a problem in mathematical terms and identify a plan for solution that includes the use of equations and graphs
3. To define, in their own words, common terms, such as the following: variable, function, equation, linear, quadratic, line graph
4. To identify assumptions made in developing a mathematical solution and, from that, some possible limitations of a proposed solution
5. To identify steps in moving from a model to a solution of a problem
6. To use error-checking strategies in order to test the appropriateness of a solution

Development Team

Betty Hurley-Dasgupta has an Ed.D. in mathematics education from the University of Rochester. At SUNY Empire State College, she has primarily served as a mentor/coordinator in the area of mathematics. As an Area Coordinator for the Center for Distance Learning, she has facilitated the development of over twenty online math courses, including those for general education as well as upper division courses. Her research interests center on the facilitation and assessment of mathematics learning online. She has also recently presented on the topic of faculty development using ePortfolios.

Susan Fall is completing her Masters degree at SUNY Empire State College with this project. She is also currently a math coach and adjunct faculty member at the Genesee Valley Center of the college. Susan has tutored students in College Math, College Algebra, Trigonometry, Calculus, Discrete Math, Biology, Chemistry, Wind Vane Technology, Astronomy, and Physics. As an instructor, she currently teaches SPSS, College Math, and College Algebra. Susan plans to continue her studies in theoretical and applied mathematics.

Video Signpost

Resources- including link to “Study Desk” as well as reference materials

Assessment Overview

Assessment will be based on the following:
• The journal should have at least one entry per week, in which the learner identifies what strengths they have demonstrated, what areas still need improvement and any insights they have gained from their study.
• In an ePortfolio page, the learner will document what OERs s/he has used, a summary of topics covered and results of any assessments completed within the OER (for example, if Khan Academy is used, the learner should have registered and can therefore share results of assessments).
• At least one group will be joined and the learner’s participation in that group will be assessed.
• The learner will work with an AVI (either individually or within a group) on a quantitative project. In this project, the learner will identify a problem and using a problem-solving methodology to develop a model to solve that problem, work toward a solution. Work on this project will be documented in the learner’s ePortfolio.
• The learner will have at least one Skype call with the AVI to discuss his/her work.

Course Schedule

Module 1- Setting the Scene: Orientation and Initial Assessment (Weeks 1-3)

• Introduction to Course layout
• Introduction to Mahara
• Introduction to Spreadsheet Skills
• Setup of Mahara account and profile page (links to video tutorials)
• Initial Math Skills Assessment

Module 2- Strengthening Foundational Skills (Weeks 4-9)

• Individual Plan construction- placed on Mahara profile
• Basic skills development (based on initial assessment) (using Khan Academy resources as a start)- documented in Mahara
• Minimal skills required and tested via another online assessment: order of operations; ratios and percents; solving linear equations and inequalities; functions; types of polynomials; solving quadratic equations; graphing; basic descriptive statistics.
• Spreadsheet skills development
• Minimal skills assessed through spreadsheet assignment reviewed by AVI

Module 3- Application (Weeks 10-15)

• Math project in small groups with AVIs (within a Mahara group)- learners document their work in Mahara as part of credential application
  
• Topics available for first term (will broaden in later terms)

            Climate change research

            data mining using Google Analytics

             topic 3
             topic 4
             topic 5

High level structure

1. Module (or what ever concept is preferred)
   • Unit
     • Topic
       • Concept
       • Concept
2. Module (or what ever concept is preferred)
   • Unit
     • Topic
       • Concept
       • Concept
3. Module (or what ever concept is preferred)
   • Unit
     • Topic
       • Concept
       • Concept

Enter Section heading here

Sub-section and concepts	Commentary, notes and ideas
Subsection 1 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 2 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 3 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here

Enter Section heading here (repeat as necessary)

Sub-section and concepts	Commentary, notes and ideas
Subsection 1 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 2 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here
Subsection 3 (what will fit on a page) First concept Second concept Third concept	Provide notes and ideas for development here Provide notes and ideas for development here