I’m an Experimenter – Tracey Chase
Which three experimenter activities did you choose to complete and why? Include links to your Activity Bank responses.
H5P
H5P – Let’s practice for our final! | Extend Activity Bank (ecampusontario.ca)
Last year I took advantage of the Conestoga College Teaching and Learning seminars to give me ideas on how to engage students in a virtual environment. I was amazed by the options available to create interactive content in H5P. It is an easy-to-use platform with many different options that fit nicely with the Math courses I teach. In addition, you can see and use activities created by other instructors. It is great to be able to leverage activities created by other education professionals and to get ideas and modify for your own classes.
To help students get ready for the last test in the Business Math course I teach, I created a H5P activity to help them practice that includes information slides and fill in the blanks. One of the challenges with the unit is identifying key pieces of information for annuities in a word problem. The activity focuses on practicing identifying payments per year, compounding per year and when the payments begin. Students need to be able to identify this information before they solve the problem. Students can get instant feedback if they are right or wrong. I also shared it with the math team at Conestoga.
GIFs
Test Instructions | Extend Activity Bank (ecampusontario.ca)
A seminar on creating GIFs was eye opening for me. I enjoyed when my friends sent me funny GIFs but had never thought of using it for my classes. Creating GIFS are easy to create and can mix it up for students. A short instruction GIF can give them the information that they need and allow them to replay it to ensure they understand.
When we moved to virtual learning, I found that I was posting a lot of information for students. They were overwhelmed with the volume of information from all their classes, and I wanted to try and help. Tests in particular had steps and rules that they need to be aware of and follow to be successful. I created a gif that outlined the steps along with screenshots. I think using GIFs is a very useful way to share information with students.
Surveying
What is your best guess? | Extend Activity Bank (ecampusontario.ca)
I used Socrative when we were on campus to get feedback from students as I was working through their lesson. It is a useful tool to gauge how students are doing – are they understanding the material? If we were solving a problem in groups, I would set-up a multiple-choice question for students to enter their final answer.
One of the skills I try to help my students enhance is their problem-solving skills. When solving a math problem, it is important to understand what you are given and what you are asked to solve. I encourage students to look ahead and have an idea of what the answer should be. This could be a range or a best guess. If students can understand where their answer should be, they can correct errors. In addition, it builds their problem-solving skills and demonstrates they understand the question.
Infographics
What am I going to learn in Math1820 | Extend Activity Bank (ecampusontario.ca)
Infographics are a great way to communicate important information. They can be referred to regularly during the semester to remind students of important information. I created an infographic for another module to share with students why they should study math at college.
I created this infographic to give a high-level overview of what students will learn in the course and how they will be evaluated. It’s a snapshot of the course outline.
Identify and explain three overall lessons learned from experimenting with these three activities. How might you use these activities going forward in your teaching practice?
Lesson 1 – Just try it! Talk to your colleagues and see what has worked for them. Take a course or watch youtube videos to expand your knowledge.
Lesson 2 – Get feedback. Your students can give you feedback on what worked or didn’t work. Make it easy and comfortable for them to provide feedback.
Lesson 3 – Share! Send out to your team what you’ve created. They can use your ideas and also share with you what has worked for them. Consider joining twitter to keep up to date on the latest research and share what you have created.
You were asked to complete at least one experimenter activity on a tablet or a smartphone. Identify the activity completed and on what type of mobile device? Then, identify and explain the advantages and challenges of using this technology tool on a mobile device. Comment on how you might plan for an upcoming assignment to be completed on a tablet or a smartphone. Explain the steps you might take in making access to these devices available to all students.
I created a feedback activity on Socrative to help my students enhance their problem-solving skills. Students can use their laptop, tablet or phone to access the question. It’s easy to use – students can download the Socrative Apps or access via browsers at Socrative.com. Students connect to your unique room by opening their apps or joining your room at socrative.com on any device. One of the challenges I have seen is students get distracted with their phone and don’t participate.
Experimenter Video Reflection
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