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Karsten Schmidt
Department of Mathematics and Computer Science, Technical University of Denmark, Denmark
Background: At Technical University of Denmark (DTU) we run a big 20 ECTS points introductory course, Mathematics 1, which includes linear algebra, differential equations and multivariable calculus. This curriculum is worldwide regarded as fundamental service material and at DTU there is a strong belief that all B.Eng. should be familiar with it. Hence Mathematics 1 is mandatory for all 16 very different study programs from say “Bio-Technology” via “Software Engineering” to “Physics and Nano-Technology”. On the other hand we have to realize that our students initially have very different attitudes to mathematics as a subject and to how helpful mathematics is in their respective studies and future professions.
Current teaching innovations: Since the introduction of the first version of Mathematics 1 in 2000 the course has been in a state of ongoing innovation in order to motivate and encourage the students. The following elements have gradually been implemented:
1. Very experienced TAs, i.e. teachers from surrounding high schools, to support
the group work and to remedy well known transition issues.
2. Thematic exercises: One day group exercises exposing a math subject which just has been taught. To give a “first smell of application”.
3. A big four week project-based group exercise in the end of the course to demonstrate the usefulness and joy of mathematics in applications relevant for the different study programs.
4. Full integration of a professional CAS (Maple). The program is used in the daily training and it is an indispensable and vital devise in thematic exercises and projects.
5. 5. The course is based on a learning management system which provides a wide range of e-learning objects including video samples, easy-to-search theory eNotes, video recorded lectures, online exercises with clickable links and hints etc. The system is built up from scratch to fit our special requirements and renew our local teaching traditions.
New challenges: So far money has not been a main issue in the ICT-based innovations. But now, due to general cost reductions in the education system imposed by the national government, the course is facing heavy budget cuts with effect already from the academic year: Autumn 2016/Spring 2017. Accordingly, the course responsibles have received a hard assignment: To save costs without cuts in the curriculum and without compromising the teaching quality.
The proposed paper: The paper will present a full course redesign program aimed at saving costs while keeping the teaching quality. The starting point will be an analysis of the mutual balances in the present setup between the above-mentioned course elements, the competencies they represent, the e-learning objects and the teacher involvement. On this basis the paper will try to answer the following questions: Which competencies
need direct teacher involvement. And similar, in which course elements is it feasible to replace direct teacher involvement by digital assessment? Finally, is it feasible to run sufficiently advanced digital assessments on a “home-made” e-learning platform originally designed to renew local teaching traditions?
Course homepage: http://01005.mat.dtu.dk/
About the author
Education Coordinator. Responsible for the introductory mathematics course. http://www.dtu.dk/english
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