Link to the Textbook entry on Wikipedia
Wikibooks - open content textbook collection that anyone can edit
Wes proposed that the textbook for any course would/could/should be the link to Wikipedia.
iTunes U. - learn anything, anywhere, anytime
Showing posts with label Online 'textbooks'. Show all posts
Showing posts with label Online 'textbooks'. Show all posts
Monday, May 28, 2012
Monday Morning Discussion of Sunday's Work
1. Wes: Wikipedia is "best" textbook available - not because of what's written, but because of what is not written - missing points, question marks, edited comment that "this does not suffice" etc., so the reader is left to fill in these places on their own.
Peter: book from the 70s where at least a third of the page is left blank for students to comment and fill in their remarks; the book with the student comments became the final book.
On-line textbooks make this collection of meta-comments part of what will be the textbook.
We discussed also the ways that internet sets of reviews and links (through algorithm) to other books/films/etc.... for us we might think of reviews by other teachers, students, ...
Juxtapose: Literature (ex: the one version of Shakespeare's Romeo & Juliette). Textbooks direct the attention of the person toward what y ou want them to do.
2. Peter : Reprise of idea that textbook is collaboration of artist and the reader. A textbook might be like the painting of Olympia, looked at an hour a week, studying historical context, extending, technique, where does it take us...
Online might allow for this in a different way. For the teacher to control the wealth of thing, harness it all, turns teaching into curating materials??
Online, student can overwhelmingly find new things and input them. This might change the relationship among teacher, text and student: teacher does not have to see everything, even though a teacher's acknolwedgement and interaction is powerful and important.
Control has to be let go, loosened, allowing others to collaborate on the curatorship.
3. Lucie: Smartboard... imagine teacher presents algorithm/explanation. Record content of smartboard; then students listen later and in the class have textbook as resource on problem solving. Students go on blog of teacher. Always start from problem solving.
Compared with BC consumable workbooks as textbook, changes year by year. No explanations, no worked examples. Big/small questions. Teacher does what Lucie described.
4.Miroslav: start with objectives. Course starts with list of questions we want student to be able to answer at the end. Course itself creates a textbook that does it.
Kathy, Peter & Osnat: create course around only problems. Ideally students create the problems but we're not sure if the problems would be good enough or lead to the right outcomes. Final exam: they create the questions, not answering them.
The tension between teacher and student knowing what questions to ask might be a false issue if we see it in a more interactive and dynamic way. e.g., after students ask some, a teacher might react with a question based in his or her own agenda for objectives; or, learning about asking questions includes looking at other mathematicians' questions and thinking about them, too.
Lucie: this indicates the importance of the domain / big ideas in mathematics, makes it easier to invite students to make their questions.
Joan: teachers create text(books); this can serve as data in research about teachers' understanding, relationship with/to students, texts, expectations for textbooks, etc. etc.
Peter: book from the 70s where at least a third of the page is left blank for students to comment and fill in their remarks; the book with the student comments became the final book.
On-line textbooks make this collection of meta-comments part of what will be the textbook.
We discussed also the ways that internet sets of reviews and links (through algorithm) to other books/films/etc.... for us we might think of reviews by other teachers, students, ...
Juxtapose: Literature (ex: the one version of Shakespeare's Romeo & Juliette). Textbooks direct the attention of the person toward what y ou want them to do.
2. Peter : Reprise of idea that textbook is collaboration of artist and the reader. A textbook might be like the painting of Olympia, looked at an hour a week, studying historical context, extending, technique, where does it take us...
Online might allow for this in a different way. For the teacher to control the wealth of thing, harness it all, turns teaching into curating materials??
Online, student can overwhelmingly find new things and input them. This might change the relationship among teacher, text and student: teacher does not have to see everything, even though a teacher's acknolwedgement and interaction is powerful and important.
Control has to be let go, loosened, allowing others to collaborate on the curatorship.
3. Lucie: Smartboard... imagine teacher presents algorithm/explanation. Record content of smartboard; then students listen later and in the class have textbook as resource on problem solving. Students go on blog of teacher. Always start from problem solving.
Compared with BC consumable workbooks as textbook, changes year by year. No explanations, no worked examples. Big/small questions. Teacher does what Lucie described.
4.Miroslav: start with objectives. Course starts with list of questions we want student to be able to answer at the end. Course itself creates a textbook that does it.
Kathy, Peter & Osnat: create course around only problems. Ideally students create the problems but we're not sure if the problems would be good enough or lead to the right outcomes. Final exam: they create the questions, not answering them.
The tension between teacher and student knowing what questions to ask might be a false issue if we see it in a more interactive and dynamic way. e.g., after students ask some, a teacher might react with a question based in his or her own agenda for objectives; or, learning about asking questions includes looking at other mathematicians' questions and thinking about them, too.
Lucie: this indicates the importance of the domain / big ideas in mathematics, makes it easier to invite students to make their questions.
Joan: teachers create text(books); this can serve as data in research about teachers' understanding, relationship with/to students, texts, expectations for textbooks, etc. etc.
Sunday, May 27, 2012
Math teachers & students making their own (online) textbooks
Recent posting from Tim Pelton, University of Victoria on the BC Association of Math Teachers listserv.
Newspaper article on iBooks & textbook writing and publishing online
Monday, May 21, 2012
Sunday, May 20, 2012
Online mathematics learning links
Some Pinterest Boards:
Mathematics
Algebra
Word Problems
Kahn Academy
More Vi Hart
Penn & Teller Draw a Really Long Line
Allen Knutson, Cornell professor of mathematics and former world record-holding juggler, mathematics of siteswaps
Robert Ash, Professor Emeritus, Univ. of Illinois, has eight textbooks online
Author Paul Chika Emekwulu (The Dreaming Mathematician)'s Blogs are found at the bottom of his Linked-in Page.
NCTM Illuminations website.
Henrico County, VA Algebra 2 Online
Calculus I in 20 minutes (video)
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