How Mount Holyoke Colleg...summer

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How Mount Holyoke College
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chat during the Mathematics Leadership Program/Summer Institutes at Mount Holyoke College. Purchase photo
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By GENA MANGIARATTI
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SOUTH HADLEY — When Seattle math teacher Ellen Kleyman found through a Google search
that Mount Holyoke College was the only place offering the professional development course
she wanted, she was initially disheartened by the 3,000 mile distance.
Then, she learned of an option for online participation, and thought, ‘Well, it’s better than not
doing it at all,’ she said.
She guardedly signed up for one of the two, week-long courses she was interested in. After
five days of getting up at 5 a.m. to participate in the class that begins at 8:30 a.m. Eastern
time — or 5:30 a.m. Seattle time — she signed up for the other course.
“It was worth it,” said Kleyman, who has worked as a classroom teacher and is now a math
specialist working with students in kindergarten through second grade at Graham Hill
Elementary School. “I would say it wasn’t even just ‘good enough’ — it was good.”
Kleyman was among more than a dozen educators from around the world who participated
in the launch of a new “blended model” of the Developing Mathematical Ideas institutes,
which are professional development and graduate credit classes offered as part of the
Mathematics Leadership Programs Summer Institutes at Mount Holyoke. The program
combines those who are taking the class in person with those taking it online using a video
call program called Zoom, the aim being to create a real-time classroom experience for all
participants, or “online learning that doesn’t feel like online learning,” said Mathematics
Leadership Programs director Michael Flynn.
“Rather than change the way we do things
to fit technology, we found technology to
fit the way we do things,” he said.
The summer math programs for
educators have been around since 1983,
and began being offered online in 2009.
This summer, for the first time, the
college offered two Developing
Mathematical Ideas courses in the
blended model. Virginia Bastable, former
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director and now the associate director of
the Mathematics Leadership Programs, said she is excited for the new digital format. Online
courses, she said, can feel like a “dead medium” in that there is a lack of live interaction.
Today's E-Edition
(http://northamptondaily.ma.newsmem
“It feels canned, dead — already done,” she said. “Here, it builds.”
At a recent session in a classroom on the second floor of the Mount Holyoke College Art
building, Flynn goes over mathematical problems while half of his students sit at desks in
front of him and the others appear in rows of boxes on the large screen behind him. There
were a total of 16 participants in the class titled “Making Meaning for Operations,” with eight
taking the class in person and eight tuned in from locations that included Amsterdam,
Chicago, Florida, Arizona, and southeast Africa. The other course offered in the blended
model, called “Building a System of Tens,” had five in-person participants and five online.
The screen in the classroom also shows the views that are seen by the online participants,
which include different camera angles of the people in the classroom and Flynn lecturing. He
explained that he did not want the view to make online participants feel like they were
looking at footage on a security camera, and compares his role to that of producing a live
show. One of his big challenges, he said, has been to provide convenience for those
participating remotely, while still providing a high-quality experience for everyone involved.
He directs the participants to break into small groups — each containing two in-person
participants and two online participants — to come up with visual representations of a set of
math problems using fractions. Flynn said the class aims to provide the teachers with not
only mathematical knowledge, but knowledge of how different students understand
mathematical concepts.
“My online folks, you’re getting the handout right now,” Flynn said one day last month just
before the small groups gathered.
While many digital handouts were emailed to the online participants ahead of time, Flynn
later explained that he does not want anyone seeing the math problems ahead of time, so
those are sent during class.
In various corners of the hallway, two participants in the flesh meet with two online
participants whose faces appear on a laptop. The two in-person participants work on a large
poster board, and frequently lift the laptop over the their drawings for their online
counterparts to see.
Jim Hanson, a math teacher at Amherst
Regional Middle School, recalls that when
he first walked into the classroom and
saw the screens, he thought to himself, ‘Is
this what I signed up for?’
But now, he said, he has found that the
online participants are “as much a part of
the community as the people here.”
He said he finds the class format more
interactive than other online
environments such as webinars.
Interacting through video, he noted,
forces him to be more articulate when explaining some ideas and concepts.
“I really enjoy it, and I’m really excited to be part of the model,” he said. “I feel like I am
engaged in the best possible circumstances for getting a master’s.”
When the class took a short break, Flynn did not turn off the large screen at the front of the
room, which allowed online students to continue interacting with their classmates when class
is not in session.
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In a telephone interview from her Seattle home, Kleyman said this was one of the aspects of
the way the class was run that made her feel part of the group.
She recalled one day when she overheard two teachers in the classroom working on a math
problem during the break. They moved over so she could see what they were working on,
she said, and the three of them had a conversation about the math problems.
“Things like that can make a real difference,” Kleyman said.
On her screen, she said, she sees both the other online participants and the classroom
participants. There is also a setting in which her view will automatically switch to whoever is
speaking, she said.
She said she had never used Zoom before taking the class, and prior to that had “only used
Skype a handful of times.” Flynn contacted her before the class started to provide some
explanation of the program, but after that, she said, it didn’t feel like a huge learning curve.
Flynn said he learned about Zoom from his colleague, visiting lecturer in education Megan
Allen, who told him she had used the program to bring in guest speakers. He said he finds
Zoom to be faster and more powerful than Skype, and includes features such as allowing
participants to share their screens. The Zoom account cost the college a total of $40, or $10
per meeting space — one in the main classroom and three spaces for small groups, he said.
Online participant Jessica Boland, a math specialist who works with preschool through fifthgrade students at the American International School of Mozambique, said she did not see the
online participants and in-person participants as two separate groups.
“Even though we’ve got the virtual and the in-class, there’s a clear sense that we are a
classroom of learners,” she said in a Skype interview from an airport in Qatar, shortly after
she finished the second-to-last day of class. She had been taking the course on her commute
from her home in Arizona to Maputo, Mozambique where she teaches.
She has made plans, she said, with an in-person participant who teaches in Massachusetts to
continue their discussions through Zoom, Skype or email.
“The learning’s not going to stop now that the course is almost over,” she said.
Gena Mangiaratti can be reached at [email protected].
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How Mount Holyoke College brought online courses to life for educators this summer
http://buff.ly/1o5ZOgJ
How Mount Holyoke College brought online
courses to life for educators this summer
SOUTH HADLEY — When Seattle math teacher Ellen Kleyman found
through a Google search that Mount Holyoke College was the
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