Design with Web Objects: with special reference to mathematics

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Design with Web Objectswith special reference
to mathematics

• See Loong Yook-Kin (2006) Chapter 5.
• A Typology of Web Mathematical Objects
• Dr Alan Barnes October 2006

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Rationale of this topic

• As traditional learning is displaced by elearning
  we need new vocabulary to express the new
  pedagogies.
• Learning Object is key term to characterise the
  computer program that supports a learning
  experience.
• Web learning objects are learning objects that
  run within a web browser
• As specific learning areas have some associated
  specific softwarewe will use Mathematics to
  express relevant properties of web
  objects-students are welcome to conceive of
  similar properties for their own learning area.

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What is a web learning object?

• A piece of integrated web functionality that
  supports a learning experience
• A collection of web pages
• A web page
• A part of a web page
• A javascript/flash/etc. program running in a
  window on a web page

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Software for Mathematics

• Exploratory Worlds-Geometers sketchpad
• Simulations-
• Symbolic Systems-Mathematica, Derive, MathCad
• Writing Systems-Mathtype,Milo
• Numerical Systems-Spreadsheets, Calculators

5
Traditional teaching practices

• Explanations, demonstrations lectures
• Practice and problem solving
• Tests
• Group work and peer support
• Authentic studies and games
• Homework management
• Expert advice
• Inquiry Learning

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Traditional physical resources

• Text books with explanations, worked examples,
  diagrams, practice problems(with answers).
• Practice problems kept in exercise books
• Teachers or student notes
• Problem sheets often drawn from texts
• Tools calculators protractors, rulers

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Expressed Pedagogies of Web Objects Developers

• self paced, independent learning
• Math Cats existing in a teacherless world where
  kids take charge of their own education. In that
  world, it is really up to them how to use Math
  Cats. (Math Cats)
• developing mathematical thinking
• students able to work mathematically with group
  work, visualization, physical involvement and
  estimation . . . a philosophy that students are
  learning to work like a mathematician. (Maths300)
• engaging students in interactive activities that
  enable the understanding of different
  mathematical concepts
• Ref Ch5.1g

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Maths Objects?

• active diagrams
• calculators
• problem sets
• puzzles
• Interactive charts

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Web Maths Objects
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Activity Maths on the Web

• Examine the Ray Hall Turbocharging site What
  mathematics could you teach with this site?
• The gorgeous MathsCats http//www.mathcats.com/c
  ontents.html
•  
• Some well crafted materials at Mrs Glossers
  Maths Goodies
•  http//www.mathgoodies.com/ eg. Java enabled
  puzzles http//www.mathgoodies.com/puzzles2004/
•  
• Wonderful little factor tree manipulative at
•  http//matti.usu.edu/nlvm/nav/framtrees_asid_202_
  g_4_t_1.html
•  
• Beautiful Platonic solids(drag and rotate)
• http//www-sfb288.math.tu-berlin.de/vgp/content/so
  lids/PaPlatonic.

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• Pedagogy with web objects

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Teacher Strategies with Web Objects

• Expositive
• Active
• Collaborative
• Consolidative

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When to use Web Objects

• Active diagrams replace book diagrams
• Basic principles can be explored and discovered
• Interactive experiences using multiple modalities
• Extensive problem sets
• Drill for those needing practice
• Extension for the accelerated

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Task-Object Pedagogy

• Blending traditional learning and elearning
• Replace some tasks with web objects use
• Teacher retains control of context and sequence
• Text book remains a primary guiding resource

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See the clickable links in the word version of Ch
5.
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Design considerations for web objects

• Perception and attention
• detail, sound, colour, visuals
• Memory
• organisation or repetition
• Comprehension
• interpretation and integration
• Active learning
• interactivity

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Further considerations

• Motivation
• relevance, challenged, control, satisfaction
• Locus of control
• control over instruction, methodology, content
• Transfer of learning
• affected by type, amount, and variety of
  interaction
• Individualisation

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References
Loong Yook-Kin (2006) Chapter 5. A Typology of
Web Mathematical Objects in Web Based teaching
Strategies for Secondary School Mathematics PhD
Thesis University of South Australia 2006