New Analytics Tool for Students

We are excited to announce the release of our latest analytics feature for students, My Class Insights.

my-class-insights screenshot 7_24_15

 

Integrated with the WebAssign application, My Class Insights gives students an overview of concepts they have learned and topics they are struggling on based on data from students’ first attempt on a problem.

The user-friendly interface shows students a summary view of concept mastery, as well as provides the subsequent steps in the learning process. A practice button appears next to each topic so students can dive deeper into a series of similar question types.

“My Class Insights gives students more data and control over their learning, making WebAssign a powerful tool for increasing student engagement,” said Jack Narayan, WebAssign chief academic officer and mathematics professor. “Now students can quickly see the areas they need to pay more attention to, and the data presented in My Class Insights should encourage them to fully invest in learning before an exam.”

My Class Insights was designed primarily to act as a study tool, but can also be used as remediation or to identify gaps in prerequisite course knowledge. This new feature will be available via the student homepage in WebAssign for a select group of Summer II courses and will be available to all students for Fall 2015 courses. This is the latest feature in a series of analytical tools and reports WebAssign will continue to release throughout the year.

Friday Funny!

cat math

Cat math

Have a better math/science/teaching joke than this one? Email us to have it posted as one of our future Friday Funnies!

Wanted: Beta Testers for a New General Chemistry Text

Stephen Matchett, a professor at Grand Valley State University in Michigan, has written a textbook aimed at the second semester of a General Chemistry course. This text is unique in that it is fully interactive by taking advantage of the power of WebAssign to engage the students as they read. Each chapter is written as a series of interactive sessions (4-9 pages) which can be mixed and matched to follow the instructor’s pedagogy. Imagine your students showing up to class having actually read the material prior to the lecture. This textbook is designed to make student reading a functional and not ignored part of the coursework.

Features include:

  • A conversational style that speaks to the student not at them.
  • Fully worked practice problems.
  • Pedagogy to teach students how to read science texts. By asking questions directly about the graphs and figures, students are shown how to interpret graphical information.
  • An emphasis on building a full conceptual understanding as well as problem solving.
  • More than 700 questions that build on the lessons presented. Most of the questions are linked to the interactive textbook so that an incorrect response lets the student open the appropriate section in a parallel window so they can review as they work through the problems.
  • Emphasis on continuous review and building a context-rich understanding of the material.

The textbook has been used for 3 years in a second semester General Chemistry class at GVSU by 2 instructors. Beta testers are wanted to get broader feedback about the effectiveness and convenience of the system. Beta testers would have email and phone access to the author and be asked to:

  1. Seek feedback from their students about how the system works for them.
  2. Search for areas in need of clarification or expansion to improve the book. A small record of issues or comments would be appreciated.
  3. Provide feedback on how it was used (optional reading vs. required; flipped vs. traditional classroom)

Cost: Free to the tester and their students during the 2015-2016 academic year!

If you are interested, please contact WebAssign for a copy of the table of contents, contact information for the author, and access to the current version of the text.

Friday Funny!

This week’s Friday Funny was sent in by one of our product managers.

People are divided about math jokes because the average math joke is pretty mean.
Derivative math jokes are a constant we can do without.

Have a better math/science/teaching joke than this one? Email us to have it posted as one of our future Friday Funnies!

WAUG 2015 Recap

waug-2015-1

Another WebAssign Users Group Meeting has officially come and gone. Thank you to everyone who attended WAUG this year and helped make it a huge success! We enjoyed getting the chance to meet with all of you and hear engaging presentations from innovative instructors.

waug-2015-5WAUG started with a networking lunch on Thursday, June 25, followed by a series of interactive workshops led by our team of in-house experts. Attendees learned how to create their own questions, add media to their courses, modify existing questions, and much more. Thursday evening, instructors mingled with WebAssign employees at a lively cocktail social. On Friday, June 26, we showed a sneak peek at upcoming features in WebAssign as well as shared best practice tips for using some of our newer tools. After a yummy fajita buffet lunch, attendees heard from colleagues on a variety of topics including visible learning, placement exams, hybrid classrooms, and question authorship.

If you missed out on WAUG, PowerPoint slides and PDFs of many of the presentations are available to view on this shared Google Drive. Also, check out our Facebook page to see some of the great pictures captured throughout the two-day event. You can also see entertaining pictures and commentary posted on Twitter and Instagram by searching for #WAUG2015.

Friday Funny!

fishgraph

Have a better math/science/teaching joke than this one? Email us to have it posted as one of our future Friday Funnies!

Friday Funny!

Check out this funny video of instructors reading mean student evaluations of them.