Hello,
An example of OER:
BC Reads: Adult Literacy Fundamental English – Course Pack 1, Chapter 1: Sweetgrass
versus
Moodle remix by Dynamic Courseware ↗
How do they compare?
So much more interactive!! So much more likely for a person to be able to do it more independently 
My hope for 2023 is to be able to post something similar as far as the basic math module in our LMS which has its strengths... but can't even have a math problem with two blanks to fill in!!! It does, however, have cool automatic feedback widgets that I'm hoping to use because that's an "almost like duolingo!" element. I can set them so If a student hasn't logged in for N time, they get an email... if they get a grade above this or below that...
... though I think first I am going to go back to my "no, you know you really want to know your times tables, just do this!" course. Time to find the time and focus
My hope for 2023 is to be able to post something similar as far as the basic math module in our LMS which has its strengths... but can't even have a math problem with two blanks to fill in!!! It does, however, have cool automatic feedback widgets that I'm hoping to use because that's an "almost like duolingo!" element. I can set them so If a student hasn't logged in for N time, they get an email... if they get a grade above this or below that...
... though I think first I am going to go back to my "no, you know you really want to know your times tables, just do this!" course. Time to find the time and focus
Yes, I get to go back and re-learn the stuff I figured out and do some of the tutorials so I can make the most of making a "lesson." I have TONS of ingredients,,, even "dishes"... and even in their appropriate metaphorical pots and pans in the kitchen; now to figure out how to make them ready to serve to people. Since my college declared "we don't do moodle," *that's* what I can do on my time that keeps that "don't take your work home" boundary in place :P and not simply abandoning the goal that they agreed with -- that we want people not in the college system to be able to access the learning modules. (Folks in our admins are really good at thinking stating something as a good idea is sufficient unto the day.)
The Moodle version is HUGELY more compelling and inviting. Night and day difference. Wow.
How does someone load a textbook into their Moodle course? What other textbooks are you converting?
Please tell us more about this project.
To me, attempting to do a similar thing with basic numeracy, it's getting past "load a textbook." I want much, much more engagement. If it ends up having 500 "pages" -- that's not the problem it would be if it were textbook. (I am working from a text put together with a colleague teaching our most basic math course -- but she was about to retire and doing things face to face and so online meant putting the practice exercises online and me making videos for folks to look at if they wanted to. I want to make something online prob'ly best used *with a teacher or tutor* unless I really could pull in all the Duolingo-like onboarding and prompting... oops!!! Just got notified I need to not break my duolingo streak!!! (Laughing because it really did happen that way...)
... and/but I'm realizing that while things like accessibility are best done from the start, that interactive options might best be done *after* the skeleton is built if only because then there would be something folks could go to, to try it out.
Now to get some momentum goin' on this thing. Next week is spring break for students here, and ... I'm ready to break my policy of not doing it on school time (b/c it's no longer part of the official "basic math module" that I'm unofficially on the team for designing) and defining it as "professional development" :P
Hey Susan, I'm working on an authoring tool for Moodle. Send me 2-3 pages of what you plan to convert to interactive, I'll convert them independently as a "second opinion".
Will do
Okay, I found the first thing I wanted and realized -- oh, with a ton of help from Dominique Bauer I'd already gotten that accomplished. Here's https://resourceroom.net/DevMathOER/WholeNumAdditionPartsWholes.pdf ... I'll get more as soon as this meeting is done
https://resourceroom.net/DevMathOER/NumberLineQuestion1.xml is the xml file for the quesiton tho' I'm not sure I've done that right...
In our D2L version I figured out how to make the "parts and wholes" correspond to the actual quantities (so that if the two parts were 6 and 2, they'd be 6 something and 2 something long ;), after due contemplation and deciding that I wanted absolutely as much valid connection to "concrete" as possible with my students for whom math *is* an abstraction that doesn't really match reality.
https://resourceroom.net/DevMathOER/wholeNumSubNumLine.docx is another activity I'd love to see done interactively.
https://resourceroom.net/20OER/intro.html is a thing I played with for the times tables, and I set up the twos quiz (https://resourceroom.net/20OER/quiz2.html ) so that if you miss one, it makes you put in the right answer, then gives you a "1, 0 or 10" problem (which you've already been through to get here), and then goes back and repeats that question. I'd love to refine that to emulate working w/ a flashcard deck and getting extra practice on The ONes You Miss, especially if I could have it go to a more visual exercise - but I also want to get *something* out there ...
https://resourceroom.net/DevMathOER/wholeNumSubNumLine.docx is another activity I'd love to see done interactively.
https://resourceroom.net/20OER/intro.html is a thing I played with for the times tables, and I set up the twos quiz (https://resourceroom.net/20OER/quiz2.html ) so that if you miss one, it makes you put in the right answer, then gives you a "1, 0 or 10" problem (which you've already been through to get here), and then goes back and repeats that question. I'd love to refine that to emulate working w/ a flashcard deck and getting extra practice on The ONes You Miss, especially if I could have it go to a more visual exercise - but I also want to get *something* out there ...
Hi Susan,
I will take a whack at the subtraction number-line.
For math facts, here is a drill I put together for my struggling niece. I would have saved a lot of time if I had known about your resource room. https://www.communityreading.org/math/ USE IT WITH A PHONE, NOT A MOUSE.
The drills are a stand-alone, but written using the moodle authoring tool. I planned to include them in a Moodle pre-algebra 'textbook' one day, with fractions, factoring, percentages, rounding, etc.
It worked *fine* with my mouse, by the way.
another online math times tables that I actually like is https://www.mathsisfun.com/numbers/math-trainer-multiply.html and I should ask again if they'll send me the code ;) A million years ago when I was taking Java I went there to see whether I needed sine or cosine for a thing and I found a little error, sent an email, an dthey fixed it...
Our pre-pre-algebra text spends a lot of time w/ fraction introductions on what 1 is and it helped a ton. Between that and the "half of" and then "show half here and fourths there to show why fourths are smaller..." it irons out the basic misconceptions that keep tripping them. My friend designed the course by looking at our pre-algebra course and breaking down the conceptual parts that they didn't have and even the less-hands-on more-worksheety current version works well because it manages to be conceptual but not complicated -- and that's hard. If we keep it simple, especially if the problems look the same, then ... they do what looks right and still say that .7 percent is 70 because no, they don't know what it means.
Oh, and Kathy's (the original) was *full* of "word problems" and figuring out whether we had parts to put together to make a whole, or the whole ... so we were figuring out a part. They got accustomed to *thinking* ;) https://resourceroom.net/mec/ is another stalled attempt ;) that has the "parts and wholes" idea...
another online math times tables that I actually like is https://www.mathsisfun.com/numbers/math-trainer-multiply.html and I should ask again if they'll send me the code ;) A million years ago when I was taking Java I went there to see whether I needed sine or cosine for a thing and I found a little error, sent an email, an dthey fixed it...
Our pre-pre-algebra text spends a lot of time w/ fraction introductions on what 1 is and it helped a ton. Between that and the "half of" and then "show half here and fourths there to show why fourths are smaller..." it irons out the basic misconceptions that keep tripping them. My friend designed the course by looking at our pre-algebra course and breaking down the conceptual parts that they didn't have and even the less-hands-on more-worksheety current version works well because it manages to be conceptual but not complicated -- and that's hard. If we keep it simple, especially if the problems look the same, then ... they do what looks right and still say that .7 percent is 70 because no, they don't know what it means.
Oh, and Kathy's (the original) was *full* of "word problems" and figuring out whether we had parts to put together to make a whole, or the whole ... so we were figuring out a part. They got accustomed to *thinking* ;) https://resourceroom.net/mec/ is another stalled attempt ;) that has the "parts and wholes" idea...