Active Learning and the World Wide Web
Every mathematics faculty member in the Plains Academy Co-op has indicated an interest in using the Internet (especially the World Wide Web) in their teaching. For our students to get the most out of
web-based materials, we need materials that actively engage the students; not just copies of the usual static course notes. Below are three examples of how the web-based materials can be used to support active learning. All these examples have actually been used in classes at Kansas State University.
- Course Notes With Embedded Applets
- When posting course notes, we can include applets where the students can choose their own examples and look for patterns in various situations. The students are sitting at a computer when they are working on the web, so let's have them using the tools they have right in front of them. This link goes to three successive days of notes from Introduction to Algebraic Systems that illustrate different ways to embed applets in interactive course notes.
- Live Diagrams
- Instead of static pictures, we can include animations and live diagrams that respond to the student in course notes posted on the web. This link goes to a set of notes on hyperbolic geometry with live diagrams of the Poincare half-plane model of the hyperbolic plane. These notes have been used in Foundations of Geometry for the past two years.
- Computer Labs
- Rather than just posting course notes, we can deliver computer assignments for students to complete over the web. This link goes to a set of three related computer assignments that is part of the required work for Elementary Differential Equations (a large lecture course with an enrollment of about 200 students per semester).
These examples are intended to give you an idea of the possibilities for making truly interactive course materials available using the World Wide Web. During the summer program we can work to build notes covering whatever material interests you. I would recommend all working together to build a series of modules for a single course, but that is up to you.
Please report any problems with this page to
bennett@math.ksu.edu
©1998 Andrew G. Bennett