This one is a bit more lecture-oriented than I intend most of the rest of them to be, so it’s a little longer than I expect most others will be. But I do break up the lecture a little bit with a “Concept Check”, which is the same thing as a ConcepTest except I’ve never warmed to that particular term (the word “test” puts students on edge, IMO).
If you have tried out any of Udacity’s courses or read my posts about taking Udacity courses, you will see some obvious inheritances here. I tried to keep the video short, provide simple but interesting examples, and give some measure of formative assessment in the video. I am exploring ways to make the Concept Check actually doable within YouTube — Camtasia 2 has an “interactive hotspot” feature I am trying to figure out — …
This semester, I made the decision to phase out paper from my professional life. Little by little, and over the course of perhaps a couple of academic years, I hope to shift as much as I can over to digital versions of everything I use in teaching, scholarship, service, and mentoring. There are several reasons I want to do this, but the main thing that convinced me to make the choice to go “as paperless as possible” were my grading practices. At some point during this semester, I became convinced that I simply must move away from paper when dealing with student work. Why? Here are a few reasons:
1. Paper-based student work is cumbersome. More than once this semester, student work has gotten lost or misplaced because it was put into the wrong stack, stapled to the wrong thing, or in one case the staple for one student’s submission got hung on the staple for another student’s submission…
Interesting stuff from elsewhere on the web this week:
Danny Caballero, who does really interesting research on physics education at UC-Boulder, has just started up his own blog. Every post on it so far has been excellent, but his article “Which computational tool should we teach?” in particular is a great analysis of three major computational software tools from the standpoint of teaching physics students computational modeling.
Let me preface this article by saying that I really like Google Documents. It’s a fantastic set of tools that extends basic office functionality to the web in really compelling ways. I’ve been incorporating Google Docs pretty centrally in my courses for the last few years — for example, I no longer hand out paper syllabi on the first day of classes but instead write the syllabi on GDocs and distribute the links; and I’ve given final exams on Google Docs with links to data that are housed in Google Spreadsheets. I love being able to create a document on the web and just leave it there for students (or whoever) to come see, collaborate, and comment — without having to keep track of paper and with virtually zero chance of losing my data. (If Google crashes, we have much bigger problems than the loss of a set of quiz data.)
But like anything, Google Documents isn’t perfect — and in…
Sorry for the time in between posts lately. It’s been an odd mix of attending conferences, getting ready to attend conferences, and spending time in the hospital being treated for skin infections picked up at those conferences for the last couple of weeks. Long story. Let’s talk about something more pleasant than cellulitis, namely screencasting.
So far I’ve posted about the general idea of screencasting and what I do with screencasts, and I’ve posted about the all-important planning phase of screencasating. Now I’m ready to start getting to the nuts and bolts. Of the three kinds of screencasts I do, probably the simplest is the lecture capture. In a lecture capture I am simply recording a slide presentation or a Prezi with a voiceover. Here’s an example, which is an overview of the first…
Since I started to put serious amounts of time and effort into screencasting last summer, I’ve gotten a lot of requests to blog about how I go about making these things. Starting with this post, I’m going to do a multi-part series here about making screencasts — or at least how I make screencasts, which is a long way from perfect or canonical, but it’s what people asked for! I hope it’s useful for people who are interested in this kind of thing and need some pointers; and I hope too that those with more experience and better ideas than I have can share.
First, let’s start with a few FAQ’s.
Q:What is a screencast?
A: A screencast is a video of stuff that is happening on your computer screen. There is often, but not always, some kind of voiceover happening in…
Over the weekend a minor smack-talk session opened up on Twitter between Maria Andersen and about half a dozen other math people about MathType versus \(\LaTeX\). Maria is on record as being pro-MathType and yesterday she claimed that \(\LaTeX\) is “not intuitive to learn”. I warned her that a pro-\(\LaTeX\) blog post was in the offing with those remarks, and so it comes to this. \(\LaTeX\) is accessible enough that every math teacher and every student in a math class at or above Calculus can (and many should) learn \(\LaTeX\) and use it for their work. I have been using \(\LaTeX\) for 15 years now and have been teaching it to our sophomore math majors for five years. I can tell you that students can learn it, and learn to love it.
Why use \(\LaTeX\) when MathType is already out there, bundled with MS Word and other office programs, tempting us with its…
There seem to be two pieces of technology that all mathematicians and other technical professionals use, regardless of how technophobic they might be: email, and \(\LaTeX\). There are ways to typeset mathematical expressions out there that have a more shallow learning curve, but when it comes to flexibility, extendability, and just the sheer aesthetic quality of the result, \(\LaTeX\) has no rival. Plus, it’s free and runs on every computing platform in existence. It even runs on WordPress.com blogs (as you can see here) and just made its entry into Google Documents in miniature form as Google Docs’ equation editor. \(\LaTeX\) is not going anywhere anytime soon, and in fact it seems to be showing up in more and more places as the typesetting system of choice.
But \(\LaTeX\) gets a bad rap as too complicated for normal people to use. It seems to be something people learn …
Good article here at The Productive Student giving five reasons why students should use \(\LaTeX\) as their word processor and not Microsoft Word:
1. Never worry about formatting again.
2. It looks way better. [By the way: Very nice article on LaTeX's typesetting at that link.]
3. It won’t crash: LaTeX is basically a plain text file. You can edit it anywhere, in any text editor, and it basically can’t crash on you. File size is very small which makes it very portable.
4. It’s great for displaying equations, which is why it’s the leading standard among sciencitifc scholars.
5. It fits in with the workflow of a student and allows you to do one thing well: Write.
The writer also shares some of his practices for writing papers (not necessarily math or science papers) with \(\LaTeX\), stressing \(\LaTeX\)’s ability to handle bibliographic data as the “killer feature”….
I’ve been noticing since upgrading to Leopard last week that PDF’s that are made using LaTeX do not always look right in Preview. Here’s the same PDF made using LaTeX (TeXShop, to be exact), opened three times in immediate succession using Preview (click to enlarge each):
The third one (rightmost) finally looks like it’s supposed to, but the other two have this strange-looking font substitution for text, and the math is just completely out of whack.
Again, this is the same PDF opened up, then closed, then opened again right after that, then again. No additional LaTeX builds were done. Also, the PDF viewer that comes with TeXShop had the same problems with fonts.
Anybody have a thought as to what’s going on here?
I am a mathematician and educator with interests in cryptology, computer science, and STEM education. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. The views here are my own and are not necessarily shared by GVSU.
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