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course Mth 151
1/13 1030I have received my access code and am ready to begin work. I am taking this class as my math requirement for my degree program. I hope to grasp the material and do well in the class.
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Thanks for sharing the information.
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course Mth 151
1/13 around 11am
Task: `q001. Return to the homepage for your course, as you bookmarked it in the first document for Step 4 of the Orientation.Your homepage includes a Table of Assignments, Topics and Specific Objectives. The link to this table is listed along with other links near the top of your homepage. Click this link and scroll down through this Table.
The first thing you will see is the heading Module 1.
Below the heading for the Module you will see a note indicating when the first test, for Module 1, is to be completed. (The first test might be referred to as the 'Major Quiz', as 'Test 1', as 'Chapter 2 Test', as 'Chapter R test', or by some similar name, depending on your specific course).
The course is divided into Modules. Scroll down the page and locate the headings for subsequent Modules.
Briefly state how many modules you find, and also when the first test is to be completed.
**** Your response (insert your response beginning in the next line; the next line is blank and doesn't include the #$... prompt):
There are 6 modules for my course. The first test should be taken within about a week of completing Chapter 2.
Task: `q002. Now scroll down and locate your numbered Assignments. The number of an Assignment is in the first column of the table.
You don't yet need to know how the Assignments work. You will learn that by working through the first couple of Assignments. At this stage we want to focus on where to find information.
Just below each Assignment is a list of Objectives relevant to that assignment. You won't really know what the Objectives mean until you have worked through the Assignment, and even then your understanding will develop over a period of days or weeks as your brain gradually rewires itself and you apply the necessary ideas to subsequent assignments.
Right now we just want to focus on where the Objectives are and how they are listed.
Note that a typical list of Objectives is followed by a set of Technical Statements. The Objectives are intended for you to read. The Technical Statements often use notations and terminologies with which you might not be familiar, and when first working through an Assignment you can focus on the first statement of the Objectives, safely ignoring the Technical Statements.
Note also that the word Relate is included with many objectives, in the form of a link. You don't need to click on that link every time it appears. The link takes you to a discussion of what it means to 'Relate' a set or list of things.
• Basically 'Relate' as used here just means that you need to know how those things are all related to one another, and be able to apply those relationships to solving problems.
• This is all you really need to know right now.
• The link gives a more extensive explanation in terms of a number of examples, and you might find it useful later.
Describe in your response:
• where the Objectives are and how they are listed
• what you should do when you see the link Relate
**** Your response (insert your response beginning in the next line; the next line is blank and doesn't include the #$... prompt):
There are objectives for each module and assignment. The objectives can be found under the assignment (first column under the information about the test). Relate gives you a link for more extensive explanation helping you to relate things to another and apply those relationships to solving problems.
Task: `q003. You won't fully understand the sequencing of topics and activities, or the reasons for the sequencing, until you have worked through a number of assignments.
Assumptions:
• It is unrealistic to suppose that the majority of students in a course are capable, without prior preparation, of reading, extracting meaning from and solving problems in a text written at a level appropriate to the course.
• having the topic talked to a class in a lecture is generally ineffective for the majority of the class
• students sharing ideas with and solving problems in conjunction with other students can be very helpful, given a group of students who have already engaged and experienced the topic (... toolkits ...)
• it takes time for stuff to sink in, an idea the instructor believes to have for centuries been obvious to individuals with rigorous content knowledge, to now be increasingly supported by the rapidly advancing field of neurobiology, but not to have filtered down to the 'field' of education
• if the goal of the course is integrated understanding and mastery, it is not possible to break the learning of this subject into a linear series of topics, with one topic mastered before moving on to the next
Typically you will be introduced to a topic through a sequenced set of questions (the 'qa'), in which you will
• Answer a series of questions, based on knowledge from prerequisite courses or from earlier in this course, without having been first 'taught' how to answer the questions. The purpose is to 'engage your brain' on the topic and provide you with a context for later activities.
• Solve, take notes on and generally understand a sequenced series of worked-out problems (the Introductory Problem Sets) illustrating the application of the topic, along with others.
• Apply the ideas to one or more actual, hands-on physical systems, typically setting the system up, taking data, analyzing results and answering questions.
• Read Class Notes documents which may address any combination of selected previous, current and future topics, and/or view video-linked versions of the same.
• Read the associated 'material' in the text and solve text problems. The text is the 'last word' on a topic, not the first. By the time you read about the topic in the text, you will already know quite a bit about it through having engaged and experienced it. The text is intended as the final document for the topic, presenting it in clear relation to others.
These activities can span a number of assignments, so that by end of the process the topic will have had time to percolate and sink in.
The main thing you need to understand about this is that there are dozens of topics in your course, each of which can require days or weeks to develop. The result is that at any time you will simultaneously be developing and working on a number of topics.
Again you aren't expected to completely understand the assumptions and the sequencing. However give a short synopsis of what you do understand.
**** Your response (insert your response beginning in the next line; the next line is blank and doesn't include the #$... prompt):
As we do the assignments we will better understand the assumptions and sequencing. I understand to this point that the sequence is the way it is to help you true understand what you are learning and that you will be working on a number of topics.
"
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`` Documents are to be submitted by inserting your responses into the original.Nothing from the original document is to be deleted.
You have submitted good responses, but they are not embedded in the original document, which means among other things that you won't have all the information from the original documents available on your portfolio page.
It takes only a couple of minutes to insert your responses into a copy of the complete document. Please do so and resubmit any documents on which you have deleted parts of the original.
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#$&*
course Mth 151
Hello, my name is Deborah Sproles. I am employed full time and the mother of two teenagers. I look forward to this class and hope to learn a lot.
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Good.
Thanks for the information.
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