I am currently teaching AB over the distance learning network in the northwoods of Wisconsin. It has been an experience.
The biggest probem by far has been the difference in the schedules at each school. One district has this day off, the next one has that day off, the third one has two days off, and the one I'm in is here all week. Sometimes it's a jugling act. You can have the schools tape the class and the kids can watch it later. This works much better than you doing the taping and trying to get the tape to them.
Then there are the announcements. Try to get all the schools to turn them off in the TV room you use. Fire drills and tornado alerts are fun, too.
I write my tests on my computer at home and fax them directly to the schools. The copies are better that way. I found that if I faxed the test through the scanner, I had a lot of trouble with equal signs and negatives being confused, and other typo problems. The kids do the test while I watch and then fax them back at the end of the hour.
I write out an outline for each chapter and include problems to be turned in for each sections. They are due when we finish the section and the kids fax them to me during class. I fax them back after I check them.
When there has been a particularly difficult section or when the kids seem to be lost on some points, I have scheduled after school study sessions on the network. These seem to work pretty well and have helped some of the students.
I hope this helps.
At 08:39 AM 5/8/98 -0400, you wrote: >Hello all, > >There is a good chance that I will be teaching a section of BC Calculus >next year using distance learning technology (TV transmission of the >lessons in real time with 2-way video feedback). The population will >most likely be students who have already had AB. > >Does anyone have any experience with this type of situation?? > >How did you handle exams, HW, etc.?? > >Are there any hidden problems that I need to be aware of? > >Thanks, > >Art Stahl >Patchogue-Medford HS >Long Island, NY > > >