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Abstracts for Session 4
Friday, 11:45

4A. Discussion moderator: Joe Kincaid, Peru State College, Peru, NE Is the Limit of Distance Learning - as the Importance of Money tends to Infinity - Equal to a Diploma Mill?
Distance learning seems to be a "wave of the future." Schools can reach more students. Students have access to more classes. Tuition money rolls in. But what changes might we anticipate in our students and our classes as the importance of money increases? What will our students lose as a result of the gain in greater access? This discussion will explore these questions about the future of education via distance learning.
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4B. Discussion moderator: Richard Gill, Blue Valley H.S., Stilwell, KS Integrating Learning Strategies With Respect to Technology
Students have different styles by which they can learn. Some are visual, others learn best in a hands-on situation. In addition, recent research into how the brain works has shown that smell, color, lighting, music (the Mozart Effect), food and drink can have a positive or negative effect on learning. How can learning strategies/learning styles be integrated into the classroom along with technology? How does technology fit in the classroom designed to improve student learning? How can technology change attitudes about studying mathematics, improve the classroom environment, promote student achievement, etc? Bring your suggestions and your questions. Share your experiences with alternative learning/teaching styles.
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4C. Discussion moderator: Richard Delaware, University of Missouri - Kansas City, Kansas City, MO Differentiating Student Skills With Respect to On-line Courses
How do we measure, or assess, student skills effectively over the Internet? This includes grading and commenting upon homework, quizzes, other assignments and, of course, exams. We know that one solution for exams is to require students to either come to class for major exams, or go to an approved institution near the student where the exam can be sent and proctored. But how shall we handle other assignments? Are interactive software, or live chat or whiteboard sessions effective? Also, what care need we take to assure us that we are really communicating with the student we think is online? Is personalized feedback the key?
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4D. Nic LaHue, Tim Chappell, Penn Valley Community College, Kansas City, MO What Do You Get When You Cross an Internet Mathematics Course With Two Guys and a Monkey? [A talk, not a discussion]
The most important aspect of our team-taught internet math courses is the team. This talk will focus on the set-up and day-to-day activities associated with running a mathematics class via the internet. The speakers will look at assessment and testing, including weekly journal and discussion assignments, group projects, on-line quizzes and classroom tests. They will also discuss the advantages and disadvantages of teaching as a team. Their experience is with Intermediate and College Algebra.
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