A Training Module You Can Count On!!! Presented by Sharon Jackson, Brookhaven College

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1 A Training You Can Count On!!! Presented by Sharon Jackson, Brookhaven College

2 BHC MyMathLab Coordinator Sharon Jackson Brookhaven College Mathematics Instructor Office phone: (972)

3 Superior Instruction + Adequate Training = Student Success Presented by Sharon Jackson, Brookhaven College

4 Overview of Training Project Outline Training 1 Training 2 Final

5 Project Outline Train ~35 adjuncts to use the MyMathLab software Required all instructors teaching a developmental math course to go through training, even those who had been using the software on a previous campus Project goals Explain member course set up

6 Project Goals Enable students to be successful by structuring the responsibility for completion of homework in a way that is beneficial to the student. Show that this structure not only improves student success in the course but also persistence in the class.

7 Project Goals Significant decrease in current withdrawal rate, in course retention, to less than 20%. Has fluctuated between 17% and 27% over the past 9 years. Encourage students enrolled in DMAT 0098 to continue into DMAT 0099 and complete the sequence.

8 Project Goals Hope to collaborate with other campuses to come up with a final model Content alignment Software standardization Training and project supervision

9 Project Goals Significant increase in student success rates (A, B, C) Significant increase in student retention rates.

10 Project Goals Successful Program Criteria In Course retention (% of W s) must be less than the non-mymathlab courses Course-to-Course Retention must be higher than those in non-mymathlab courses Course successful completion must be higher than those in non-mymathlab courses

11 Project Goals Successful Retention Program Criteria Brief survey will be given to both the students and instructors. Gain insight on the qualitative results of the model.

12 Why Technology? Project Goals Some may feel that the use of technology is pandering to today s millennial students need to feel entertained the truth is that the technology train has left the station, and it s our job as responsible educators to determine the best technology available and the most appropriate way to use it while also making adjustments in our way of thinking about the role of the teacher in the classroom. Sandee House Making the Grade Georgia Perimeter College

13 Project Goals Why Integrate Technology? Faculty and tutors are not available to provide the immediate individualized instruction for students to know they are getting it Students only learn about 30-35% of the material in class Immediate feedback On demand guided instruction

14 Project Goals Why Integrate Technology? Ample practice Content alignment Reduces the gap between cost reduction and quality of service Quality control of content and minimize course drift

15 Project Goals Math is not a Spectator Sport Studies have shown that students who don t complete homework on a regular basis don t perform well on test They are also not successful in the course (especially developmental courses) Students must practice mathematics in order to effectively learn it

16 MyMathLab Software Project Goals Web-based publisher created instructional system. Powered by CourseCompass (uses Blackboard as a platform) Aligned to current textbook we use

17 Why MyMathLab? Project Goals User friendly Interactive Flexible Item analysis for instructors Terrific gradebook features Custom questions Instructor tips

18 Why MyMathLab? Project Goals Multimedia textbook Video lectures Homework Quizzes Animation activities Learning Aids (Help Me Solve, View an Example, Ask the Instructor)

19 Why MyMathLab? MyMathLab Core Values Require MML creating correlation between the integration of information technology into the curriculum and increased student gains Greater student engagement with content and one another, supported by information technology

20 Why MyMathLab? MyMathLab Sound pedagogy as leader, so that technology is recognized as an enabler for good practice rather than as the focus Collective, long-term commitment by faculty to participating as a team

21 Metamorphism of Training Course Set Up Decided to use Coordinator Courses Master courses with homework, quizzes and place to enter offline items are created by full time faculty Each section is assigned a member course via copying of the master course. How would we train the instructors to manage their member course?

22 Training 1 Metamorphism of Training Trained < 10 adjuncts Instructors volunteered to train to use software and participate in pilot course the following semester Instructors were trained using traditional format of twp face-to-face workshops

23 Metamorphism of Training Training 1: What did we learn? Through feedback from instructors we learned there was not enough time allotted for training Instructors felt like they were not competent to use the software and were hesitant when assigned their member course the following semester Instructors wanted more hands-on practice

24 Metamorphism of Training Training 1: Improvements Implement more hands-on More detailed training More time for questions Outlet for feedback

25 Training 2: Set up Metamorphism of Training Face-to-face workshop-part I Hands-on practice from student s perspective Face-to-face workshop-part II Hands-on practice from instructor s perspective Follow up face-to-face workshop 3 weeks into the semester Official MML Certification

26 Metamorphism of Training Training 2: Face-to-face workshop-part I Overview of project goals Explanation of retention award Project evaluation Definition of successful program Why we integrated technology

27 Metamorphism of Training Training 2: Face-to-face workshop-part I Why we chose MyMathLab Success stories Student benefits Explanation of member course set-up Student access to assignments and resources

28 Metamorphism of Training Training 2: Student Assignment Each instructor was assigned an individual training course The training course was a model of the course they would be assigned in the following semester Opportunity to gain hands-on experience of the software from a student s perspective

29 Metamorphism of Training Training 2: Student Assignment Opportunity to register as a student Download appropriate plug-ins Complete a tour on how to properly enter answers Complete homework assignments and quizzes

30 Metamorphism of Training Training 2: Student Assignment Learn about all of the student resources such as multimedia textbook, animation activities, and lesson videos Practice using the student resources Commit common errors and mistakes

31 Metamorphism of Training Training 2: Face-to-face workshop-part II Training specifically on instructor functionality Learned how to manage their member course Settings for homework assignments and quizzes Multiple assignment modifications

32 Metamorphism of Training Training 2: Face-to-face workshop-part II Individual student settings Modifications to individual student assignments Modifications to multiple assignments Student options

33 Metamorphism of Training Training 2: Instructor Assignment Hands-on practice from the instructor s perspective Add instructor profile/contact information Post course syllabus Correct/fix common errors that were committed from the student s perspective

34 Metamorphism of Training Training 2: Instructor Assignment Modified settings on homework assignments and quizzes Gradebook functions Modifications to individual student assignments/settings Add offline content Create announcement

35 Metamorphism of Training Training 2: MML Certification Were not assigned a DMAT class unless MML certified Instructors were strongly encouraged to complete all hands-on activities Instructors who attended both parts of the face-to-face workshops were certified

36 Metamorphism of Training Training 2: Gradebook Follow Up Needed to allow some live practice using the gradebook Scheduled workshop 3 weeks into the semester Question and answer type discussion Intertwined with tips to help get through the semester

37 Awarded to Doris Rousey Certified MyMathLab Instructor Training included an overview of the CourseCompass/MyMathLab Classroom, Gradebook, and Homework & Test Manager. Hands-on training included completing assignments from the student s perspective. Participants received instruction on how to use the Homework Test & Manager, Gradebook, MML Announcement Manager, adding documents and completed assignments from the instructor s perspective. December 04, 2009 SHARON JACKSON MYMATHLAB COORDINATOR

38 Metamorphism of Training Training 2: What did we learn? Feedback from instructors regarding the training was very positive Most of the feedback received was for the MML member course set up Instructors who completed Training 1 felt their training was not as thorough Some instructions didn t complete the hands-on activities Instructors viewed the training as a well needed professional development

39 Metamorphism of Training Training 2: What did we learn? Appreciated $50 stipend Great feedback from follow up session on the gradebook (also appreciated $hourly pay) Instructors wanted to be able to communicate more with other instructors via discussion board Instructors who taught in the evenings were only able to communicate with MML Coordinator via

40 Metamorphism of Training Training 2: Improvements Retention award money was depletedadjuncts would no longer be paid to attend training Sustainability funds were set aside to pay adjuncts for follow up sessions on ways to maximize the benefits of using the software Face-to-face training replaced with selfpaced training module

41 Metamorphism of Training Training 2: Improvements Hands-on activities required for certification Full time Instructional Associate hired to complete administrative tasks of the MML Coordinator (1/3 of their job duties) Discussion board incorporated into upgraded system to allow instructors to communicate with each other

42 Training 3: Set up Metamorphism of Training Video link of initial face-to-face workshop Completion of two self-paced courses at the Beginning & Intermediate level Hands-on practice incorporated into the selfpaced courses MML Certification

43 Metamorphism of Training Training 3: Video Link Video link of initial face-to-face workshop Overview of Math Department goals for the developmental courses MyMathLab software Student benefits

44 Metamorphism of Training Training 3: Self-paced Training Courses MyMathLab-Beginning Replaces face-to-face workshops Student and instructor perspectives Hands-on activities incorporated into the practice section ~10 lessons

45 Metamorphism of Training Training 3: Self-paced Training Courses MyMathLab-Beginning Read-directions for completing the lesson Watch-recordings of steps in lesson Practice-hands-on activities (completed in the same self-paced training course in Training 2) Assess-5-10 multiple choice questions on key objectives in the lessons

46 Metamorphism of Training Training 3: Self-paced Training Courses MyMathLab-Intermediate Same format as Beginning Read, Watch, Practice, Assess ~10 lessons Learn how to customize assignments Gradebook functions More topics on managing assignments

47 Metamorphism of Training Training 3: Certification Watch video link Completion of both self-paced training courses (hands-on activities required) Follow up with on campus question and answer with MML Coordinator

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