results

IO1 - Analysis of mathematical on-line assessment systems: final report

The main results are as follows:

  • Common issues exist for students in each institution

  • Students’ ICT preparedness for Higher Education is taken for granted by academic designers

  • Cultural, language, and social barriers exist that need to be accommodated in any engaging pedagogical paradigm

  • Automated assessment only considers the product of assessment and not the process

  • ‘smart’ assessment systems place significant cognitive loads on assessors and students

  • Traditional didactic processes are the majority in the current pedagogies

IO2 - Engineering mathematics online course

We are finished engineering mathematics online course: interactive learning materials, practice and assessment tests, engineering applications, guidelines and feedback survey. The course is created in the Moodle environment. The course is suitable for use in higher education and for some topics in upper secondary school. The study materials cover following topics: matrices, determinants and linear equation systems. The tests are based on a very large set of questions with exhaustive feedback.

Below you can find some introducing materials about the course content.

EngiMath Learning Materials - HD 720p.mov
Step_Through Case Studies.mp4

IO3 - Mathematics online learning model: final report

Common issues exist for students in each institution. These issues may offer opportunities to explore novel and innovative pedagogies in engineering mathematics if addressed by institutions. Students’ ICT preparedness for Higher Education is taken for granted by many academic designers. The assumption of the digital native is one issue that poses a barrier to learning for students.

Cultural, language, and social barriers exist that need to be accommodated in any engaging pedagogical paradigm. The common language of mathematics is assumed to be necessary to allow for cross-cultural shared programs, however the common language of mathematics is not sufficient. It is necessary to ensure that local support measures cater for local issues.

Automated assessment only considers the product of assessment and not the process. Smart assessment systems place significant cognitive loads on assessors, assessment designers and students. Traditional didactic processes are the majority in the current pedagogies offered by the partner institutions, and it is expected that these will continue.

The findings provide crucial information regarding priorities for the pedagogical design of the shared program materials. Differences in student expectations and abilities must be accommodated within an engaging paradigm. Academics have different priorities from students in the design and operation of learning and assessment materials. Course materials should give the option to provide access in the local language – sharing across language borders is not straightforward

On-line assessment tools for mathematics exist however, the cognitive load experienced by academics in the setting up of such tools is considerable. Syntax heavy assessment tools place a burden on low to middle mathematics achievers and pedagogical components within on-line assessment tools are not always visible. Equivalence of the human assessor is not yet possible in mathematics.

The partners are aware of the current limitations of mathematics-oriented software to provide an immersive interactive experience for students and academics. Working within the boundaries of mathematics and addressing social, language, cultural and national concerns within a shared, collaborative program, the partners focused on student interaction within the learning environment as the foundation for the pedagogical model. The model of on-line mathematical pedagogy was developed within IO3 using this experience combined with the activities in IO2 to provide a paradigm that may be used by academics in the development of engaging and interactive educational experiences.