ICMI –EARECOME 3,  Aug 7-12, 2005 , Shanghai, Nanjing, and Hangzhou

 scarecrow.gif

Korea's e-Campus Vision 2007:

a New Learning Environment for Linear Algebra

 Sang-Gu Lee  with Yoonmee Ham

Sungkyunkwan Univ., KOREA  sglee@skku.edu

Kyonggi univ., KOREA ymham@kyonggi.ac.kr

  Abstract

We are introducing a new learning environment for linear algebra at my university, and this is changing our teaching methods.  Korea's e-Campus Vision 2007 is a program begun in 2003.  At Sungkyunkwan University, most of our lecture rooms are now equipped with beam projector, Viewcam, tablet PC and internet D-base.  This provides a modern learning environment for our linear algebra classes.  Computer demonstrations are easy, and lectures can easily be recorded so that students can review them right after class.  We will discuss some of the positive effects that we have experienced. 

  Key words : learning environment, e-Campus Vision, blended learning  (Model)

 

  CONTENTS

Monitor, Beam, Mice, Speaker, Board, Pointer, VCR-DVD

 

 

    1. What is e-Campus Vision 2007 ?

    2. What did we do for it?

    3. What is our new Learning Environment?

    4. How it changed our Linear Algebra class?

    5. What is the output of it? and materials

    6. Conclusion

    * ILAS-Edu Web

Home http://matrix.skku.ac.kr/WebLA/

 

1. What is e-Campus Vision 2007 ?

 

In December 2002, the Korean government established e-Campus Vision 2007(20032007). This comprehensive measure for university information utilization is a long-term plan to improve the education and research facilities of Korean universities. Department of Education (DOE) of South Korea decided to invest KRW 700,000,000,000-Won (690Million US$, KRW 1,020=US$ 1) over 5 years to innovate educational environment at colleges of Korea.   This e-Campus Vision 2007 indicated the following 5 goals:

     Effective IT use in research and education  

     Clear and productive college administrative service

     Facilitate usage of IT environment at college with an emphasis on education

     Improve security of cyber space with law and facility

     Domestic and  international service through  advanced IT environment [MOE-Korea (2002)].

 

 In order to achieve the goals, three directions were suggested:

     Quality motivation from quantity expansion

     Cooperative alliance management from individual college management

     Lead policy from Catch-up policy with members own and alliance own motivation.

The government supports all the above efforts with Pumping Policy.

 

DOE classified new lecture rooms in the following category:

 

Classification

Specification

* e-lecture room

Internet connected PC for instructor, Wireless Access Point for students,

Beam Projector, Automatic screen, Multimedia lecture room with Audio facility 

* Studio style

e- lecture room

Lightning facility, Camera for recording, Wireless microphone and speaker system, Real time transmitting system,

Beam projector, Automatic screen, electronic white or black board, Real time sharing of lectures at other e-lecture rooms  

Internet broadcasting room

Internet broadcasting facility including Editorial service on digital contents 

Digital Studio

Internet broadcasting facility including Editorial service of 3-D movie clips,

Subtitles and voices on digital contents.  Real time transmitting facility of lectures.

* VOD System and Storage System

Internet Video On Demand service system and Large Scale D-Base storage

 

Also DOE suggested the following schedule to be accomplished:

Classification

Initiation

Harmony

Advancement

2003~2004

2005~2006

2007

 Goal of Individual College IT Environment

Build a

New

Edu & Research Environment

  •  e-lecture room 30%
  •  10~50 Online classes
  • Build a Standard of Scholastic Data   and its Flow
  • Law of right on Contents
  •  IT Env. at Teacher Edu Institute
  •  Build ­ Scholastic DB connection between Univ. and Private sectors
  • Build ­Scholastic DB
  • Regional centers (6) and Mutual use
  • Start to provide Share lectures oversea
  • e-lecture room 50%
  • 10~50 Online classes
  • share of e-learning Environment 
  • Effective use of Scholastic DB connection between Univ. and Private sectors
  • Regional centers (6) and Mutual use
  • Expand providing share lectures overseas
  • e-lecture room 70%
  • 10~50 Online classes
  • Complete e-learning fundamental (Studio style e-lecture room, Internet broadcasting facility including Editorial service of digital contents) 
  • Buy National License on 30 oversea Scholastic DB and   share them with Univ. & private sectors.
  • Scholastic DB Total service
  • Regional centers (6) and Mutual use
  • Provide  fair amount of Share lectures oversea

 

 Before we start, we may note that Educational Broadcasting Service(EBS) of Korea have given Internet broadcasting service of K-12 lectures. Recently most of the best classical lectures of high school teachers for National SAT exam has been added on it through internet since 2004, this service was intended to fill the gap of opportunity between urban, rural and island region students. But this system still are using video recording of traditional lectures with the help of cameraman. At Sungkyunkwan University, we did want to overcome the limit of this old system from the beginning.  So our new system do not require any extra technicians to do all the above and the quality of recorded lectures are as good as original one. In addition, we were thinking about improvement of our regular off-line lectures not cyber lectures, but we also wanted to add all the advantage of on-line resources to our off-line classroom. It is called as Blended-Learning.

 

With US$3.5million (KRW 3,600,000,000-) of the financial support from DOE and its own resources, the Sungkyunkwan University utilized its own committee. As a member of the committee, the author and members designed e-Learning and Blended-Learning capable our own e-lecture rooms that meet the most of the above DOE criteria. Our goal was indicated as 4A (Anyway, Anywhere, Anytime, Anyone) learning environment. The significance of our model is we only use our new lecture table and internet resources to meet all of the suggested needs. This means it did not cost much. We named this classroom model to e+ lecture room. We introduce this system and how this learning environment altered our teaching method.

 

2. What did we do for e-Campus Vision 2007?

 

With the limited budget, we were trying to use minimum amount of hardware and use more of virtual resources that we could utilize. In order to do so, we did try to use our own regular classroom and universitys internet resources only. 

 

At the first stage, we wanted to be able to visualize the concepts in Linear Algebra.  Also we wanted to have our classroom that we can

 

We did design them in the spring semester of 2003 and remodeled 8 rooms for e+ lecture room over the summer break. 

 

First, we needed an updated internet system and software and also needed a new instructors table that have all required hardware with enough security. We got help from a designer to make a right one. We heard that he now have a patent for the desk in the figure. We did use them for regular undergraduate classes of Fall 2003. Even though there were several difficulties on the full use of this new system, the effect was very positive. Students started to love most of the features and their performance was much better than before. The test scores at the final were far better than other classes of same title. During the winter vacation, another 20 rooms were remodeled and about 260 regular lectures were given from this new lecture rooms over the first year. Since then it is now a usual classes. The university just finished the 3rd stage of remodeling at Mar 29, 2005. By Mar 29th, 2005, 100% of classrooms (161 rooms) except very small (less than 29 person capacity) seminar rooms in the university are now e-lecture room with projection equipment and electronic lecture table, tablet PC with internet connection. We now show how the system looks like at e+ lecture room that I am using.

 

Internet Connected Tablet PC for instructor, Beam Projector and Speakers,

[View of new regular e-lecture room and e+ lecture room]

 

Now every 2-4 departments group of size 30-40 tenure track professors have at least one e+ lecture room with projection equipment, Viewcam, tablet PC and internet D-base (24 e+ lecture rooms). Since we can record most of our class activities, these rooms are used for Blended-learning. And four extra large classrooms for distance learning are better equipped with more viewcams, one professor can give a lecture for several different classrooms at the same time in this classroom.

  

                            

 

<Four extra large e+ classrooms for distance learning, Screen and board, e+ lecture room>

 http://matrix.skku.ac.kr/sglee/03-Note/index7.htm

[System of new lecture table equipments]

 (With our lecture note, we can write on tablet monitor, the viewcam transmit instructors activity and PC transmits everything on the Tablet PC with writing and sound. And same lecture can be viewed in real time, everywhere through the internet. Furthermore all are saved and can be reviewed right after the lecture over and over again.)

Number of e+  Lecures at SKKU now

 

Type   

Year

 

100% Cyber

50% Cyber

e+

B/L

Real Time

Sum (L*S)

SKKU Total

e+ ratio(%)

Lect

Students

Lec

Students

Lect

Students

Lece

Students

Lect

Students

Lect

Students

Lect

Students

Lect

Students

2002

 

S

42

6,742

47

2,183

-

-

-

-

-

-

89

8,925

3,388

135,535

2.63

6.59

F

54

8,263

35

1,442

-

-

-

-

-

-

89

9,705

3,273

117,143

2.72

8.28

Sum

96

15,005

82

3,625

-

-

-

-

-

-

178

18,630

6,661

252,678

2.67

7.37

2003

 

S

43

9,840

48

2,562

-

-

-

-

-

-

91

12,402

3,102

136,339

2.93

9.10

F

51

11,258

-

-

31

1,455

36

1,632

-

-

118

14,345

2,985

118,957

3.95

12.06

Sum

94

21,098

48

2,562

31

1,455

36

1,632

-

-

209

26,747

6,087

255,296

3.43

10.48

2004

 

S

48

12,174

-

-

39

2,580

32

1,636

6

1,174

125

17,564

3,173

141,265

3.94

12.43

F

51

13,646

-

-

64

3,645

30

1,582

6

1,174

151

20,047

3,030

126,704

4.98

15.82

Sum

99

25,820

-

-

103

6,225

62

3,218

12

2,348

276

37,611

6,203

267,969

4.45

14.04

2005

 

S

61

14,436

-

-

81

4,890

34

2,495

6

1,350

182

23,171

3,303

139,400

5.51

16.62

 

 

 3. What is our new Learning Environment?

We now use tablet PC and white board. That is the only differences. But we can explain,   write,  read, go,  find,  see, do,  hear,  discuss  and furthermore students can review the lectures not only text but also real lectures with sound and movie clips of their own instructor right after the class, even can enjoy real time class activity from remote places.

 

Beside these alternatives, there has been cyber space (i-campus) for reading materials, hand in homework and questions on every classes of the university. After we did set up the facility, we used the new system for our own linear algebra class. We tried to put up more teaching materials on the web before the class, and brought some Word, PDF or PPT file of each lecture.  Then we precede our lecture on the lecture file, we did fill the gap and write proofs on it. We could show and use every possible resource for the lecture. And all of our activities in the class were saved for students. Students could review the parts that they did not fully understand in the class over and over again after the class. We gave some incentive for good questions and answers from students for raised questions. After two weeks of teachers help, students were getting involved to answer for the most ofquestions.

  

 

Questions and answers, Whiteboard, PDF file with marks in a classroom

    

Visualization materials,  JAVA tools to be used

 (PC program to save and review lectures)

 

     

4. How it changed our Linear Algebra class?

This way of learning process and facility may not work well with some math courses, but our linear algebra course was quite well matched with this new learning environment. Because we could visualize concepts of linear algebra and use tools to calculate determinant and eigenvalues of large-sized matrices in the class just after the hand calculation of small-sized matrices. Students asked more questions, and were actively involved in this learning process, and students were eventually being able to answer most of questions each other. We finalized those answers in the class. Some good questions of their own were used for the midterm exams problems as well. This activity finally made big changes on the performance of students. They began to make active participation during the class. As a consequence, students satisfaction and their performance in the final exam were far better than any other classes. But we all know this new system dont do all works on behalf of us. We have to design the whole lectures first, and then we must be able to manage each lectures and extra works of students.

 

noname4-2.bmpDSC01967.JPG

   Our Lecture now!

 

 

5. What is the output of it?

http://matrix.skku.ac.kr/CLAMC/index.html  (Diagonalization)

  

http://www.icampus.ac.kr

 

     

  

 bullet_star.gif Lecture table  (18M)

bullet_pieces.gif  Writing  (7M)

anipatern01_a.gif  Screen & Sound  (7M)

  

             

   

 

 

aniblue11_next.gif  New class materials for our class

Several JAVA Applets, Flash tools and Animations that enables the visualization of concepts in Linear Algebra.

 tree01_green.gif   Examples :

       (5) JAVA Source 1, 2 for Gershgorin region

 

 

       tree01_green.gif  (Lecture Note, HTML-JAVA )   

   tree01_green.gif   JAVA-PPT

              Ch 6 Graph Theory, Planar Graph, Graph Coloring, Theory ,

                 1. Relation  2. Circuit, Path 3. Euler circuit

 tree01_green.gif   Analysis :

   We wrote our lecture note for each class, and then we made some of multimedia contents of it and put it on the web (i-campus of Sungkyunkwan University http://gingko.icampus.ac.kr/  Icampus ). So students can study before the class and ask any possible questions each other. We checked those activities before the class, and give some answers to finish up the discussions on the web. Then we go to the classroom and turn on the system, and explain some important ideas from those discussions, then start the lecture with PDF or PPT file of our lecture note. We could write and mark on it. And whenever we need, we could use every possible internet resources to help students understanding and show any references needed. After the class, any part of our lectures that students should know are saved on the web, so students can review any part that they want to review.  Obviously, students cannot miss any part of class work, and almost all questions that were raised through the class could be answered by each other or by teacher. They learned by themselves, so they did not forget.  We found that students could not find anyone to blame in any case. The verification was appeared at the course evaluation after the semester. Since then, it was known among students that this course is much harder than other similar classes, but they can learn more. So more students are trying to get into the class even though their grade can be lower because of the competition. And the course evaluations of these classes were the best in the whole university a couple of times. The following was an example of the Teaching evaluation that showed the change. Since then, most of the student evaluation on our type of linear algebra class was higher than 90. That gave our appreciation on our students as well..

 

<Example>

<Teaching evaluation, 2003>                                                                               Score : 97/100

On-line Course       Number              No of Students who answered          Score

Linear Algebra      2005082-I1                      67/ 67                              97/100

 

< Number of students for each Questionnaire >

Course No         Answer   Q.1          Q.2          Q.3          Q.4          Q.5          Q.6          Q.7          Q.8          Q.9          Q.10     Total

2005082-I1         S. Agree   32      34          33            27            25            32            42            31            28            26         310

2005082-I1         Agree       24     23            24            25            26            23            13            21            23            26          228

2005082-I1         Average   11            10            10            14            12            9              10            12            13            11            112

2005082-I1         Bad          0              0              0              0              4              1              2              1              1              3              12

2005082-I1         Worse      0              0              0              1              0              2              0              2              2              1              8

2005082-I1         No Answer1             1              1              1              1              1              1              1              1              1              10

 

http://matrix.skku.ac.kr/PerData/2003-Teaching-Eval.htm

 

<Teaching evaluation, Fall of 2004>                                                           Score : 96/100

Off-line Course       Number             No of Students who answered          Score

Linear Algebra       2005082-44        28/29                                           96/100

 

In Jan. 2005, government also announced that they would like to make Korea to be a Hub of e-learning. In order to do so, they decided to invest KRW417,100,000,000 –  in  the year 2005 for  IT industry and schools. This investment will also effect on our educational environment at college as well. We believe our new educational environment of college will be effectively used over all level of education without much cost. 

 

6.  Conclusion

                                                    What we did try in our new lecture room environment was not lecture - memorization – tests, but it was visualization (intuition) - trial - error - speculation – explanation. From the first, our goal was to improve the quality of our college education. We did put our course materials on the web before the class as much as we could, so students knew what to do in the earlier stage, and asked questions before the classes and discussed them as well. When we met the class, we cleared up those questions first, and did precede regular off-line lectures on white and black board type tablet PC. We could go anywhere when we need, for more on line information. We could visualize any possible mathematical concepts, and do large-size calculation to verify facts and get new conjectures. And all these activity on tablet monitor were recorded as clear as original lectures with sound. So students could review any parts that they missed whenever they need right after the class.  Finally we made them to explain by themselves what they could do. http://matrix.skku.ac.kr/WebLA/index.html .

< Review This Talk>

In our learning process, students found professors roles as not only a teacher but also an Innovator, Mentor, Facilitator, Coordinator, Director and Producer. We found that students satisfaction and their performance were much better than before. We finally found we now lives in future educational environment already.

      MOVIE  ILAS-Edu,

spark.gif

Thank you!