Abstract
This chapter describes two contexts where VoiceThread (VT), embedded within a Moodle-based learning management system (LMS), was utilized in mathematics and mathematics education instruction. In context one, a design experiment occurred in summer session 2018 within a hybrid advanced mathematics content and methods course for prospective elementary teachers enrolled in an accelerated master's degree program. Specific examples of tasks completed using VT are highlighted describing how the online work fueled the face-to-face discussions. The second design experiment context used VT in an online doctoral level quantitative methods course to encourage students to use a “think-aloud” process for explaining how they solved statistics problems and to help them articulate the locations within problems that presented hurdles. The “think-aloud” approach was also used in the first course but was more of a focus in the second course. In both contexts, VT was a tool that facilitated communication about mathematical concepts.
TopRole Of Macro-Theory And Micro-Theory In Instructional Design
Understanding by Design (UbD) is a theory of instructional design authored and promoted by Grant Wiggins and Jay McTighe (2005). The UbD approach focuses on a backward design (BD) perspective to designing courses and content-episodes within courses by asking instructors to first consider what the learning goals of the course (or unit) are. Once goals are defined, instructors then consider how attainment of these goals will be assessed. Only after goals and assessments have been determined, does the instructor turn to considering the specific learning activities that will lead to goal attainment. Backward design plus (BD+) is an extension of the UbD model which takes into account the instructional context. More specifically, when making decisions about assessments and instructional tasks the instructor must take into account whether the learning episodes will be face-to-face, online, or some combination of the two. The learning context influences how assessment methods and instructional tasks are enacted and interpreted by students (Dean, submitted). BD+ was used as the macro-theory for the design of instruction.
Key Terms in this Chapter
Metacognition: Awareness and understanding of one’s own thought processes.
Screencast-O-Matic: Screencast-O-Matic is a screencasting and video editing tool.
Mathematical Discourse: Mathematical discourse supports students in deepening their understanding of mathematical concepts as they engage in mathematical reasoning with their teacher and peers.
Think-Aloud: The “think-aloud” strategy asks students to think aloud as they attempt to solve problems. By describing their problem-solving actions and the reasons for their actions, students are guided into metacognitive activity.
Mathematical Misconception: A misunderstanding or gap in understanding of a mathematical concept that a student develops as a result of instruction that does not focus on conceptual development, but instead may focus on short-cuts or “tricks”. Misconceptions may also result from students over-generalizing a pattern from previous instruction.
Voicethread: VoiceThread (VT) is a learning tool for having asynchronous conversations around media.
Flipgrid: A social learning platform that allows students to respond to an instructor’s question via individual videos. Students can then respond to one another to create a discussion web.