ANDY MOWLL
So, in an ideal world, which features would the perfect learning platform contain? Can we achieve the best of both models? Colleagues and I have used a wide range of sites – an essential benefit is the ability to quickly generate tailored worksheets that aid lesson planning (one of the main reasons why Dr Frost Maths has risen to such prominence). We also value tools to automate individual marking and whole-class homework feedback, thus improving formative assessment. From a pupil perspective, two capabilities stand out: a well-gamified learning environment to transform levels of motivation; and immediate access to help. This support has traditionally taken the form of embedded instructional videos, but is now more likely to involve an A.I.-tutor capability, as seen in Khan Academy’s recent Khanmigo Virtual Assistant. My aim was to ensure that by designing a new learning platform, MathsGenerator.com, all of these features - the ones that excite teachers as well as those that motivate pupils – live under one roof. This project is now coming to fruition. The challenges of developing an online learning platform are far more complex than designing the concept in the abstract. As a Mathematics teacher with an amateur interest in software development, I have faced numerous and significant obstacles. Not only did I require a programme that could auto- generate content from the entirety of secondary Maths (an enormous undertaking, involving around 670 subtopics); I also had to wrap my head around an array of technical issues: server configurations; website security certificates; graphical image design; and database management. I identified three strategies, which I would recommend to anyone undertaking an ambitious project: • first, and most importantly, I sought help. Collaboration not only lightens the load but offers fresh perspectives and a diversified pool of ideas. I have been fortunate in that Dulwich College provided support that allowed some of the code to be written by a contract programmer (I could focus on the mathematical content); • second, the mantra consistency is key really does turn out to be important. The only way I have been able to complete 670 subtopics’ worth of content has been by tacking it incrementally and over time. By weaving a large task into a daily routine (in my case, coding on the train to and from school), these small but regular steps can surpass the progress of other approaches in the long run;
• finally, I found it essential to go about the project in a way that made it enjoyable for me. Without enjoyment, motivation will not follow, and it is motivation that provides the gateway to sustained progress. Personally, I had to learn to enjoy the process of writing Maths questions and code, and to see fixing software errors as an interesting challenge, rather than a stressful obstacle. After nearly two years of graft, I am delighted that the first iteration of the site has been developed and is getting plenty of use around the Dulwich Maths Department. I have found that students have been particularly enthused by the gamified environment. Gaining virtual currencies depending on their levels of effort has spurred them on to take pride in their work or even undertake large amounts of voluntary Maths revision! Colleagues have noted the speed at which questions can be generated and thrown onto the board for students to tackle. In fewer than 10 clicks, a worksheet offering an array of appropriately challenging questions is created. Equally valuable has been teacher feedback that informs the next stages of the site’s evolution. This has informed many of the forthcoming features: • an automated whole class feedback tool; • a downloadable markbook; • a skills interleaving tool. In adding features to a platform, there is always a tension between simplicity and increased functionality. A particularly exciting prospect is the AI-powered virtual tutor. If pupils can have the quality of instruction of a private tutor at their fingertips at any moment, we stand a chance of revolutionising education. AI models, such as ChatGPT, have not totally cracked the code to providing Maths advice error-free, but providing such a service in the very near future is feasible. This will be the next step in us creating the perfect digital learning platform.
HEAD OF MIDDLE SCHOOL MATHS, ASSISTANT TIMETABLER
This question has always fascinated me as a Mathematics teacher. The black-and-white nature of our subject lends itself to digital learning: the time-saving potential of auto-marked work complements the value of instantly- generated resources. But with an overwhelming choice of available learning platforms, each with a unique offering, how can we ensure that we have selected the best one? In the Dulwich College Maths Department, the recent dissolution of the Hegarty Maths platform forced us to confront this problem. To diversify our current provision of online learning platforms, could we in fact design our own Digital Impact What does the perfect online learning platform look like?
website to contain the ideal set of features we need? There are many strong arguments for doing this. First, virtually all existing platforms are targeted either at teachers or parents. The former seek to attract a larger market share by wooing prospective teachers with a fancy array of automation and analytic tools, but often skimp on exciting features for pupils, such as gamification. Conversely, platforms marketed to parents or individual learners frequently boast large question banks and multiple revision aids, frequently omitting features sought after by classroom teachers, such as a worksheet generator.
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