teaching a large class in technological setting - People.stat.sfu.ca

• Pure pre-made electronic slides give teacher little room for extrapolation and for
students it is passive learning. Partially outlined slides with room for annotation
(with Classroom Presenter) were found satisfactory for both the instructor and the
students.
• Availability of lecture notes give students much needed support outside the class
room (Question 5 in both the working models).
• Technology has a positive role to play both in the processes of delivering the
lectures ( Tablet PC, LCD projection, electronic slides, Classroom Presenter) and
making it more illustrative by including Java applets and Flash animations (as is
clear by student’s responses to Question 4 in first working model).
• The issue of taking attendance in large class remains unanswered.
References:
[1] AUTC Teaching Large Class Project(2001), http://www.tedi.uq.edu.au/largeclasses/
[2] Carbon,E. “Teaching Large Classes: Tools and Strategies” SAGE Publications,
California (1998).
[3] Classroom Presenter http://www.cs.washington.edu/education/dl/presenter.
[4] Galbraith, Peter (2002). "Life wasn't meant to be easy": Separating wheat from chaff
in Technology Aided Learning . Proceedings of the second international conference on
the teaching of mathematics, Crete,
http://www.math.uoc.gr/~ictm2/Proceedings/ICTM2_Proceedings_Table_of_Contents.ht
ml
[5] Gedalof, A. “Green Guide: Teaching Large Classes”,
http://www.uwo.ca/tsc/theguide.html
[6] FAST http://www.getfast.ca
[7] Ghorpade, Sudhir R.“Teaching Calculus using Internet: Some Experiments and
Experiences” Proceedings of the CASTME-UNESCO-HBCSE International Conference
Science, Technology and Mathematics Education for Human Development, Eds., S. C.
Agarkar and V. D. Lale , Homi Bhabha Centre for Science Education, Tata Institute of
Fundamental Research, Mumbai, Vol. 1,(2002), pp. 219-223.
[8] Jungic, Veselin, Deborah Kent, Peter Menz “Teaching Large Classes: Three
Instructors, One Experience “ IEJME 1(2006), pp. 1-15
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