Class, however, has gone on. I continue to be extremely impressed with the way OLI gets my students to think and to bring questions to class. At the beginning of my career I have textbook reading assignments before class. It didn't take many years to realize nobody was doing them. Nor did I as an undergraduate. Thus I had to change my approach to teaching - teach as if no reading has been done.
Now we have OLI -Statics. It is better than any textbook - has moving simulations and is interactive and has a tracking component in the "my responses" and the quizzes. So now the students do the advance work -- and it is powerful as a stage in the student learning.
Here is aggregate feedback for the last 3 modules:
What do you know now about your students’ understanding of this material that you did not know before? Much - they have pinpointed their areas of misunderstanding both on the quiz problems and in the modules.
Based on this information, what do you plan to do, if anything? The question and answer session from each day has been started with a 5-10 minute response by me to the students. Followed by their follow up questions. Each of these three days we ended up at the smart-board with the quiz answering specific details.
Is there other information that would have been helpful to you? No
Were the quiz results helpful? _ scale 1 to 5 "4-5"
Were the students’ My response input helpful? __ scale 1 to 5 "4-5"
Was % completion helpful? __ scale 1 to 5 still very poor
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