University of St Andrews Teaching Development Award, 2013-­‐14 Application Form Project Title: GAPTutor plugin for Moodle Description of project (500 words): We improve the student learning experience and facilitate the establishment of online courses in Algebra and Number Theory, disciplines taught in every undergraduate mathematics programme in the UK and abroad. For this, we extend Moodle, a popular virtual learning environment (VLE) with the functionality for interactive on-­‐line problem-­‐driven learning in the area of Abstract Algebra. Despite current VLEs are advanced in course management and handling various types of questions, they are limited in accepting different answers that are equivalent, which are inherent to mathematical courses. For instance, a set may be enumerated in various ways; an object could be given by different presentations, etc. As a result, lecturers have either to manually mark answers or to accommodate question styles to the capabilities of the software system, thus limiting the scope of knowledge that can be tested. Since VLEs do not have any mathematical knowledge implemented within them, they are unable to analyse the answer (except simplest numerical calculations), and can only tell whether it is correct or not. Therefore, students are unable to get formative feedback containing explanations and hints towards solutions. B.Foster identified factors slowing down the take-­‐up of VLEs by mathematics departments in “On-­‐line teaching of mathematics and statistics”, Teaching math. and its applications, 22(2003), No.3 (http://teamat.oxfordjournals.org/content/22/3/145.full.pdf). While some areas now show progress, assessment and feedback practices in online learning could still be improved greatly. The proposed specific improvement adds the support of the computational algebra system GAP to the STACK plugin for computer-­‐aided assessment in Moodle. STACK uses the computer algebra system MAXIMA to generate random questions, validate answers and provide feedback. However, its usability for teaching abstract algebra is severely capped by MAXIMA capabilities. The system that has the right functionality, but is not yet integrated into Moodle is GAP (http://www.gap-­‐
system.org), an open-­‐source software system dealing with groups, rings, algebras, etc. GAP is widely used in research and teaching (see http://www.gap-­‐system.org/Doc/Teaching/teaching.html). The Centre for Interdisciplinary Research in Computational Algebra of the University of St Andrews coordinates its worldwide development since 1997. To connect GAP to Moodle we develop a Moodle plugin called GAPTutor, which will interact with STACK using SCSCP (Symbolic Computation Software Composability Protocol), a protocol developed in the EU FP6 project “SCIEnce – Symbolic Computation Infrastructure for Europe” led by the GAP group at St Andrews in 2006-­‐2011. Finally, we integrate GAPTutor into the University-­‐wide Moodle installation to be usable by lecturers and students, provide demonstration exercises and carry out dissemination activities to encourage our colleagues to use GAPTutor in their courses. One of the particular courses where it will be used is MT4111 Symbolic Computation that will be taught by Dr Mitchell in 2014-­‐2015. The appearance of mathematical courses, backed up by GAPTutor, will improve the student learning experience by enabling automated assessment of exercises with multiple correct answers; immediate automated formative feedback, providing diagnosis of wrong answers and hints towards solutions; creation of parametrised problems so that each student is set a slightly different problem; and facilitating assessment and marking in large classes. Name of Schools and individuals to be engaged in the project: James Mitchell School of Mathematics and Statistics Alexander Konovalov School of Computer Science Raymond Moir CAPOD Indication of how the project will drive a genuine change in the approach to learning and teaching within Schools and Faculties or across the University: Using GAPTutor, lecturers will be able to facilitate teaching by creating interactive online resources for their courses. Students will be able to use them to check their progress or they could be used as part of the course assessment. This would increase success rate by improving the students’ understanding of the course material and improving the quality and timeliness of feedback delivery to students. Our work will help to establish and spread new teaching practices used in teaching undergraduate mathematical courses (primarily in algebra, number theory and linear algebra). Using our tools, lecturers will be able to free their time from the routine of marking. They would increase the scope of assessments since automation will make it feasible to finish marking within the specified feedback timelines. The lecturer will be able to put efforts into designing generic families of questions that will help the student to learn key ideas of the course. Using VLE such as Moodle the lecturer will be able to have an overview of students’ understanding and quickly react to potential issues by reiterating some parts of the explanation. The student learning experience will be enriched by the flexibility of the tools provided and their features like automated validation, unlimited supplies of randomly generated questions and immediate feedback with adaptive hints for incorrect answers. This will support the policy where the student is encouraged to keep trying, rather than hurrying to return the assignment before the deadline, getting it marked and moving on to the next assignment without a proper reflection on the previous one. This would also eliminate the chance that students have to complete another assignment without receiving a feedback for the previous one. Automation of some routine elements of tutorials will free valuable time that may be spent on thinking about general concepts rather than on exercise technicalities. Implementing software tools that support such practices and incorporating them into online learning system will certainly have an impact reaching far beyond the University of St Andrews. In particular, we anticipate that first external users of our software will come from mathematical departments in the UK already using Moodle, such as e.g. University of York, University of Birmingham and the Open University. The project will also have an impact on STACK, extending it with the SCSCP interface. Using SCSCP, it will be possible to connect not only GAP but also any other SCSCP-­‐compliant system, such as, for example, Macaulay2, a system for algebraic geometry and commutative algebra. The full list of SCSCP-­‐compliant software is available at http://www.symcomp.org/. Outline how the project reflects the Proctor’s strategic priorities: The project reflects the following strategic priorities of the Proctor’s: -
Research-­‐Teaching linkages & their relation to employability, by encouraging computational thinking for mathematics students and lecturers, a valuable skill both in IT and in research. Supporting an independent learning, by providing students with a more functional virtual learning environment. Fostering students’ confidence and ambition, by allowing them to use the virtual learning environment to practice their skills and check their understanding. It also relates to the following strategic themes outlined by the Higher Education Academy: Assessment and Feedback, Flexible learning, Internationalisation, Retention and Success, Online learning. Outline how the outcomes of the project will be embedded within the Schools involved, without recourse to further funding and taking into account the possibility of staffing changes, (ie succession planning):-­‐ The main outcome of the project has the form of the GAPTutor software, the first version of which will become available at the end of the project and will be usable via the University-­‐wide Moodle installation. This will establish prerequisites for the pilot usage of GAPTutor in teaching MT4111 Symbolic Computation module by Dr Mitchell in the 2nd semester of 2014-­‐2015. During that time, any minor adjustments of functionality and bug fixes will be made Dr Konovalov, who will be based in the School of Computer Science, while for major extensions of the functionality we may look for funding from elsewhere (e.g. from the Higher Education Academy or JISC Assessment and Feedback theme). Our long-­‐term goal is to extend GAPTutor usage to cover other mathematical courses taught to students of the School of Mathematics and Statistics as well as students of other schools taking mathematical modules. Thus, we consider the proposal as an example of the situation where a relatively small investment may help to establish new collaborations between schools and also with external software developers, and have potentially very large impact also leading to obtaining further external funding. Length of project (predicted start and end dates): Start date: 1 February 2014 End date: 31 May 2014 Indication of how the success of the project will be measured at the end: At the end of the four-­‐month term, the project success will be measured by the usability of the software. It will be possible to test it using the online demonstrator in Moodle, which will provide sample exercises for the undergraduate algebra course. It will be useful both to lecturers who would be interested in using GAPTutor in teaching, and to students who want to check their understanding of some topics. Moreover, the project will also create a longer impact trail lasting beyond the 4-­‐months initial implementation stage. Its long-­‐term impact would be measured by the number of lecturers using GAPTutor in teaching and the number of courses where it will be used for teaching in St Andrews and elsewhere, and also by the sustainability of our software and the number of external contributors to its development. Outline how the findings will be disseminated (beyond those listed on the webpage): Our dissemination plan is very much influenced by GAPTutor being an open source software. We will make it available as soon as we have a usable product, in order to get further feedback and try to find external collaborators. The GAPTutor plugin will be available for download from the Moodle plugins directory. The demonstrator web-­‐resource will be a part of the University-­‐wide Moodle installation and will be available for local users. We will advertise GAPTutor in various mailings lists for computer algebra system users such as GAP Forum, SIGSAM, Communaute and in online learning related forums such as e.g. Moodle forums. Since the project will use the SCSCP protocol, we will inform developers of other SCSCP-­‐compliant systems and applications, and advertise it on the SCIEnce project website (http://www.symcomp.org/). The open-­‐source development model and good coding and documenting standards will ensure that the code will be maintained after the end of the project. It may be extended in the future by connecting other SCSCP-­‐compliant systems. Another projects may look at making the GAP SCSCP server multithreaded using the outcomes of the HPC-­‐GAP project, or at the dynamic deployment of additional SCSCP servers in the cloud dependent on the VLE workload. We will also use traditional dissemination routes such as publications, seminars and conferences. Within the department we will present the project at the departmental teaching seminar, encouraging more teaching staff to use the software and offering them technical support. We will use the HEA STEM 2014 conference in Edinburgh for networking opportunities with potential external users of our software. We did not budget for participation in external conferences or workshops, since we plan to get funding for attending them from elsewhere and they may have dates beyond the length of the project. Level of funding requested: Please give a full and accurate breakdown of proposed costs eg staff time (hours and rates of pay), travel expenses etc. NB: The standard rate of pay for an undergraduate intern is £220 per week. If employing research postgraduates this should be costed at the appropriate hourly rate of pay (eg research assistant, tutoring, clerical). Please also give details of part-­‐funding from other sources (eg School budget, external funding) if applicable. The only funding that we request is £4,522 for the salaries costs for Dr. Alexander Konovalov (Research Fellow, School of Computer Science). Dr. Konovalov is an active GAP developer and one of the principal authors of the SCSCP specification and its GAP implementation. He has both an experience of teaching Algebra and Number Theory courses and using the GAP system in teaching. He will work on the project as a software developer for 25% of his working time during 4 months from 1st February until 31st May 2014. Other individuals will be involved in the project as a part of their current roles: James Mitchell will oversee the general progress of the development and subsequently make the pilot usage of GAPTutor in the course he will teach in Autumn 2014, and Raymond Moir will provide the advice on Moodle as the Learning Technology Consultant from CAPOD.
Name of Applicant: James Mitchell Senior Lecturer School of Mathematics and Statistics Name(s) of Head(s) of School: Nik Ruškuc Head of the School of Mathematics and Statistics Steve Linton Head of the School of Computer Science 20 December 2013 Date: Applications forms should be submitted electronically to Lynn Balfour, Proctor’s Office (deansoffice@st-­‐andrews.ac.uk) by Friday 20 December 2013.