May 7, 2012, 8:58 pm
Today we started the spring term, 6-week Calculus 2 class that I’ve been writing about for the last few days. We had a good time today, getting comfortable with each other and doing some review of the basics of the definite integral. Before we get too far into the term, I wanted to outline the technology infrastructure of the course.
For a long time, I’d used the learning management system (LMS) of my institution as the basic technology for the course, and everything else kind of fit around the LMS. At GVSU the default LMS is Blackboard. But I decided after used Blackboard this past year that we have irreconcilable differences. I don’t ask much from my LMS; I mainly use it to archive files, provide a link to a central calendar, post grades, and to make announcements. I don’t need all the dozens of other features Blackboard offers, and the profusion of features in Blackboard tends to…
May 9, 2011, 7:43 am
Image via Wikipedia
A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way. Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. So I gave it a shot in my linear algebra class (that is coming to a close this week).
The grades in the class come primarily from in-class assessments and take-home assessments. The former are like regular tests and the latter are more like take-home tests with limited collaboration. We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but …
May 12, 2010, 12:52 pm
The calculus class took their third (and last) hour-long assessment yesterday. In the spirit of data analytics ala the previous post here, I made boxplots for the different sections of the test (Conceptual Knowledge (CK), Computation (C), and Problem Solving (PS)) as well as the overall scores. Here are the boxplots for this assessment — put side-by-side with the boxplots for the same sections on the previous assessments. “A2″ and “A3″ mean Assessments 2 and 3.
Obviously there is still a great deal of improvement to be had here — the fact that the class average is still below passing remains unacceptable to me — but there have been some definite gains, particularly in the conceptual knowledge department.
What changed between Assessment 2 and Assessment 3? At least three things:
- The content changed. Assessment 2 was over derivative rules and applications; Assessment 3 covered…