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Instructor at University of Washington here - we were one of the early closures, so I feel like we're starting to get the hang of it. Here's what I'm using: Zoom: Zoom is similar to Skype, with better support for many-participant calling and additional features. It has a built-in whiteboard you can write or type on, mechanics for allowing students to "raise ...


22

I taught gifted elementary students for over 25 years and feel my 4th-6th grade students benefited greatly from using Khan Academy with some direction from me. The first time I used Khan Academy was with my sixth graders who were having trouble understanding why the distributive property was true. I showed them the Khan Academy's video on the topic so ...


22

Context: This answer is based an experiences from maths programs at German universities. Things might be considerably different in other countries. This is mainly an answer to the teaching part of your subquestion, but first a few preliminary comments: It is definitely possible to set up an entire maths program at a university in a purely remote way, and ...


17

Already put two comments but ideas keep coming to me so I'll just package them here. Keep in mind I'm not an educator, I'm just trying to think of practical solutions to the problem as a whole. Another answer recommends YouTube to upload source material but I feel this might be inadequate interaction. Other alternatives: Discord Recently in response to ...


15

The case for WeBWorK tl;dr - use WebWork as an easy way of giving students as much practice solving problems as they can handle. Learn by doing lots of problems with a tight feedback loop. It engages the game-playing, obsessive nature in us. Main use case - Homework engine The two biggest features of a VLE/LMS are the presentation of materials and ...


14

A year after this question was asked, the bloom is definitely off the MOOC rose. The primary finding is that the majority of people who finish one already possess a prior bachelor's degree; offering one to say, at-risk or remedial students has been a failure over and over again. Some links that you should consider: Recent overview of the field, "The MOOC ...


14

They are basic, friendly pieces of pedagogical advice. Most pre-college teaching is very much STILL in this mold. Where we fall down is in high-end universities and graduate schools, where pedagogy is less emphasized in the paradoxical belief that harder material should be learned with worse training methods. Or that smart students don't need/benefit from ...


14

OP: "Refuse to teach without attention." In my role as chair, I attended an instructor's class where he really refused to advance until he was certain the students were all with him, via detailed verbal feedback. The students responded, stopped the presentations and asked questions. I've changed my own teaching as a result of watching how this can ...


12

I gave a presentation to my department about this today. Like you, as I see in a comment, I am also at a CUNY math department. I haven't done all-online classes before, but I've used Blackboard heavily for ~20 years and have had a hybrid (partly online) class for the last two years. I have access to Blackboard Collaborate. My only cameras at home are those ...


10

I would suggest a distinction: A MOOC really should be massive, that means some 1000 participants or even more. In this case your problems will be about server capacity and technical things. The work like answering questions will then be done by the community (like in this forum). This, however, always requires some people to be online in your forum. Blended ...


10

I like You Tube for posting videos. Once you get started it's pretty simple. There are various levels of privacy possible which you can read about. If your school has a convenient way to post videos and you have broadband (we're talking about 1-1.5 Gb files here, do NOT use HD resolution or worse yet the 4k resolution...). Given all that, basically the thing ...


10

The Lone Ranger had escaped many dangers, but this time, the situation was hopeless. Back to the wall with 200 wild Indians surrounding him. He turned to his faithful sidekick, Tonto, and said "what will we do now?" Tonto replied, "who's 'we', paleface?" The needs of the administrators, students, teachers are all different. In other words, "who's '...


10

The question presents teaching as lecturing; that is, as presenting content in an organized manner. This is not without value; it is easier to understand well-organized content than non-organized content. Hopefully the level of the presentation is at least somewhat tailored to the audience, too. This is essentially a behaviourist view of learning and ...


9

In my view, Khan Academy should be used as one would (ideally) use a textbook: To provide students with an overview of the material and algorithmic drills so the teacher has more free time to discuss the nuances. I think Khan Academy is brilliant if used in this way. I personally learned to handle basic probability thanks to Sal's explanations. The trouble (...


9

If you have access to a device capable of touch input (like a tablet), then I would highly recommend using a stylus to annotate the pdf document. It should take almost the same time as if you were marking assignments on paper. Foxit PDF and Gimp have in-built support for touch input. OneNote is also good for mobile and tablet devices. If you don't have ...


9

To start with, look up the well-written-about phenomenon of MOOC attrition rates. Other than that, this is a very long "question" based on extrapolating a personal (sample of one) experience/belief, with little/no basic research by yourself, and asking for a broad discussion ('list all the counter reasons'), rather than a focused question. Other ...


7

A few years back I followed a distance master degree in maths at UPMC (Université Pierre et Marie Curie, in Paris). At the time the university sent course documents and exercices by post every week, solutions to exercices had to be sent back, and students had to be physically present for the final exams. Subscription was cheap (a few hundreds euros I think). ...


7

I started strongly encouraging my students to participate in math.SE about a year ago. Excluding this year it was all with third year students taking group theory and/or complex analysis. This year I'm also teaching discrete maths to first year students. What I notice is that those students who take the few hours to climb the learning curve for properly ...


7

There aren't many choices that hit all the bullet points you listed, but there are some approximations that are quite good: Piazza (mentioned in another answer) is good. I've used it several times for classes. It does handle LaTeX very well. However, it's a threaded discussion board and not chat software -- i.e. it does not do things in real time (unless ...


7

Almost 20 years ago, I faced a similar issue in the course of designing some on-line calculus exercises... For me, it turned out to be simplest to use a Monte-Carlo idea, namely, to evaluate both expressions at a "random" set of locations, and test for agreement within some not-too-tight bound. Yes, some necessity of tolerating invalid inputs and such, but ...


7

I am using zoom, and getting better attendance sometimes than in my face-to-face classes. Modified tools for getting interaction: 1. I ask students to put a number from 1 to 5 in the chat to rate their understanding. 2. I ask for a brave volunteer to work with me sometimes, and I walk that one student through, asking them to give me a next step, etc. ...


7

It seems like some of the other answers are aiming at PhD programs. I would suggest (as your question on academia.sx suggests) that you may wish to look at a Master's program (at a non-PhD-granting institution). Obviously not all have the same quality, but a lot of them have high-quality coursework, with assistantships of various kinds. I regularly see ...


7

Here are some ideas: As Brendan says above, you can give an example or non-example, and ask the student to explain why (using the definition) it is an example or non-example. You can ask for examples satisfying certain properties ("Give an example of a relation on a three element set which is transitive and symmetric, but not reflexive"). You can ...


7

On the teaching side, I could see how remote teaching can eliminate many of the inefficiencies that were present pre-pandemic. For instance, why do we need to give three identical lectures on Calculus I, three times a week, every year (many of which are taught very poorly or unenthusiastically)? I think everybody would benefit if one records a set of ...


6

Khan Academy has been very helpful as a supplement to my instruction in the classroom, especially for developmental students in higher education. I agree it can be confusing for students at times, as some topics are hard to find, but I occasionally set up a Khan Academy shell for my classes (especially over the Summer when my courses are online) to help ...


6

One of my students recommended using https://piazza.com/ for my classes. Basically, it gives you a way of holding online office hours and harnesses some of the utility of the stack exchange model without being public. I haven't personally used it, but, I think it might do pretty much everything you want and then some. Check it out.


6

There's Abstract Algebra: Theory and Applications by Judson and Beezer. It doesn't get to Grobner bases but does cover the standard material (and some non-standard stuff, too). It has Sage code and exercises throughout. I will also add that it includes chapters on coding theory, cryptography and lattices and boolean algebras, all of interest to people in ...


6

Wanted to make this a comment but don't have enough reputation. There's Scratchwork and WorldWideWhiteboard that do what you want. They allow you to write in latex and it appears automatically on the board. Update: 3 Nov 2020: https://whiteboard.fi/


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