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Reflections on Designing and Delivering an Online Distance Learning Programme in the Mathematical Sciences 设计和提供数学科学在线远程学习课程的思考
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1397
Eilidh Jack
{"title":"Reflections on Designing and Delivering an Online Distance Learning Programme in the Mathematical Sciences","authors":"Eilidh Jack","doi":"10.21100/msor.v21i2.1397","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1397","url":null,"abstract":"In 2013, the University of Glasgow set out a Blended and Online Learning Development scheme focussing on fully online distance learning programmes and blended programmes. In 2017 the School of Mathematics and Statistics within the University of Glasgow developed part-time, online distance learning programmes (PG Diploma/PG Certificate/MSc) in Data Analytics. The programmes have used considerable innovation in terms of course content, assessment, course management and delivery, and in student support. In this case study, we will reflect our experiences of developing and delivering online distance learning programmes and provide future recommendations considering the recent expansion of remote learning across higher educational institutes globally.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89765187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Front Matter 前页
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1431
Alun Owen
{"title":"Front Matter","authors":"Alun Owen","doi":"10.21100/msor.v21i2.1431","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1431","url":null,"abstract":"Front Matter","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136144794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student Video Curation 学生视频策划
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1403
Matthew Jones, S. Lawrence, Brendan Masterson, A. Megeney, Nick Sharples
{"title":"Student Video Curation","authors":"Matthew Jones, S. Lawrence, Brendan Masterson, A. Megeney, Nick Sharples","doi":"10.21100/msor.v21i2.1403","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1403","url":null,"abstract":"In the academic year 2020-21 Middlesex University maths students accessed all learning sessions remotely. Each of these interactive sessions was live-streamed, recorded and uploaded to our Virtual Learning Environment, providing hundreds of hours of recorded, unedited maths lecture for students to review.This case study reports on a project (partially funded by an IMA Education Grant) in which we invited undergraduates to reflect on their remote learning experiences and curate these video lectures. Students were asked to identify the most engaging, useful and interesting segments, and categorise and explain their choices in free-text comments to help us develop our approach to remote lectures and video resources.A total of 33 video clips were identified by students across levels 4 to 6 on our specialist BSc Mathematics and BSc Mathematics with Computing programmes. In this paper we will discuss our findings, illustrate with examples clips, identify themes in the student choices, and conclude with tips to produce engaging video content.We will also discuss applications of video curation as a social pedagogic tool for the current Generation Z students. We will argue that sharing how students interact with digital learning resources can help address the significant digital divide in education.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"os-7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87183764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education 与传统教学相比，扩大学生参与翻转学习统计的体验和感知
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1390
Jinhua Mathias, I. Walczak, Stephen Leech
{"title":"Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education","authors":"Jinhua Mathias, I. Walczak, Stephen Leech","doi":"10.21100/msor.v21i2.1390","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1390","url":null,"abstract":"This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ experience and perception of FL was conducted at the end of the year. The results showed that the students liked the flexibility of FL and believed that studying asynchronously encouraged them to improve their independent learning skill and motivated them to search for more information for the subject, a finding broadly supported by other studies (Price and Walker, 2021). However, what was surprising, is that students believed they learned ‘better’ with TT than with FL, a perception supported by student overall attainment data. The study concludes that careful considerations must be made to make FL effective. These include the student demographic and their mathematics competency, the module contents and difficulty level. Otherwise, the use of FL may reduce students’ engagement and academic performance in Maths at Foundation level.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88730209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adapting successful online activities for in-person classes - a new challenge 将成功的在线活动应用于面对面的课堂——这是一个新的挑战
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1398
Ewan Russell
{"title":"Adapting successful online activities for in-person classes - a new challenge","authors":"Ewan Russell","doi":"10.21100/msor.v21i1.1398","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1398","url":null,"abstract":"Over the past few years, discussion across the sector has rightly been concentrated on how to provide a valuable and engaging online experience for students. The shift back to in-person classes has left many practitioners considering whether there are any lessons from the necessary shift to online teaching that can be applied to in-person teaching. This article will cover experiences stemming from a welcome but unanticipated dilemma - the live online classes for the module in question were extremely popular with students in 2020/21. How should the lecturer approach the return to in-person sessions? Activities for live online classes were designed as consolidation \"games\" which sought to encourage peer learning and discussion. The positive response to these activities encouraged the lecturer to pursue a flipped classroom model for the 2021/22 academic year.  This article will discuss the various considerations when planning the transition to in-person classes for the 2021/22 academic year. In addition to reflections from the lecturer on the experience, this case study will also present preliminary findings from a formal study aiming to determine whether the activities have any positive effects on student confidence. Specifically, the study will investigate student confidence in areas such as working with peers, preparing for a class using online resources, and communicating mathematics in a written format.  ","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73762689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Collusion, Rackets, and Plagiarism in Assessments 评估中的串通、欺诈和抄袭
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1411
A. Walker
{"title":"Collusion, Rackets, and Plagiarism in Assessments","authors":"A. Walker","doi":"10.21100/msor.v21i1.1411","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1411","url":null,"abstract":"Recently, due to the global pandemic, some higher education institutions moved from formal closed-book examinations to emergency virtual assessments (EVAs). These EVAs normally comprised open-book, remote, short time-frame assessments. Most institutions are moving back to formal examinations as effects from the pandemic reduce, but some institutions have created a “new normal” regarding assessments and have opted to remain with open-book, remote, non-invigilated assessments. With these enforced changes, the mathematical sciences assessment setter is tasked with creating assessments which are resistant to collusion, plagiarism and other forms of academic malpractice. Here we discuss some recent examples of issues encountered in the assessment of science and engineering topics without formal invigilated examinations.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86902105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving student engagement through employability themed group work 通过以就业能力为主题的小组作业提高学生的参与度
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1396
Simon A. Fairfax
{"title":"Improving student engagement through employability themed group work","authors":"Simon A. Fairfax","doi":"10.21100/msor.v21i1.1396","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1396","url":null,"abstract":"In an ideal world, universities and their departments are able to reach out to employers for collaborative, employer-set, authentic assessment which align industry expectations with an assessment that tests the intended learning outcomes of a module. This is a large and ambitious undertaking for practical reasons. The author identified three practical challenges as: sourcing willing employers, relevance and level-setting, and scalability, i.e., use in modules with large numbers of students. As module leader, each of these challenges were addressed and solutions identified allowing the employability project to be embedded into a module with 150 participating students contributing 30% towards the overall module mark.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90075896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Front Matter 前页
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1421
Alun Owen
{"title":"Front Matter","authors":"Alun Owen","doi":"10.21100/msor.v21i1.1421","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1421","url":null,"abstract":"Front Matter for 21(1)","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135080127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Updated Show of Hands 更新后的举手表决
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1375
Helen Berrington, E. Kastis, A. Karapiperi
{"title":"An Updated Show of Hands","authors":"Helen Berrington, E. Kastis, A. Karapiperi","doi":"10.21100/msor.v21i1.1375","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1375","url":null,"abstract":"It is a tried and tested technique to gauge the overall understanding of a class: a multiple-choice quiz with a show of hands for who thinks the answer is a, b or c. Although quick and easy, how much does it really measure the students’ understanding? On top of that, how useful is it as an informal formative assessment? A few students usually dominate the class and less confident students may not put up their hand, or may follow what their classmates are doing, and hence both the learner and educator may never know the individuals’ true answer.Here we discuss “an updated show of hands”, whereby students scan a QR code to take them to a real-time quiz hosted on the Moodle Virtual Learning Environment (VLE), that they can answer on their smart device. All students answer the same question at the same time, and after a set time, the correct answer is revealed and the class results for that question are then displayed to everyone as an anonymous percentage. Whilst this updated method has the obvious advantage of anonymity and the obvious disadvantage of potential technical problems, in this case study we provide a full description of the implementation and an in-depth discussion on the pedagogy and practicalities of the updated show of hands – the real-time smart device quiz.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85811545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessment as a barrier to inclusion 评估是融入的障碍
MSOR connections Pub Date : 2023-03-06 DOI: 10.21100/msor.v21i1.1412
T. Mann
{"title":"Assessment as a barrier to inclusion","authors":"T. Mann","doi":"10.21100/msor.v21i1.1412","DOIUrl":"https://doi.org/10.21100/msor.v21i1.1412","url":null,"abstract":"I argue that the methods used to assess mathematics in higher education too often prevent people from achieving their potential and have the (presumably unintended) consequence that the diversity of the mathematical community is reduced as a result.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87220845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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