Abstract:

It is a reality that electronic devices such as smart phones, tablets and laptops have become a part of today's classroom learning experience. The increased use of these devices during lectures is evident with every new generation of students. As emerging technologies are also being embraced by more teachers, we are de facto witnessing a metamorphosis of education and training on all levels, from elementary school to graduate studies.

Cloud computing is a new up-and-coming technology that is being increasingly utilized in education. Even though computational software packages used in STEM disciplines, like Mathematica and Maple, have been around for more than twenty-five years, it is only recently that they were brought into the computational cloud. The computational cloud is a platform that uses various software packages and services for the following:
- Sophisticated computation,
- Integrated storage,
- Programmable interactive interface,
- Instant cloud deployment.

This paper introduces basic methodology and describes how an interactive interface and cloud computation capabilities can be used to replace the static lecture notes such as power point slides and PDF files, by dynamic fill-in templates that contain theory, examples and problems. Once created, they are hosted on the cloud and are accessible through any device from anywhere that has internet access. All that is needed is a web browser; no installation or configuration is required.

This approach has been used to create a cloud-based version of a calculus course for business students. Although this paper is primarily aimed at STEM audiences, the general methodology can be applied to any discipline.

In the relatively brief history of online assessments, we have mostly seen static evaluations. Quizzes that we can design on learning management systems (Blackboard, D2L and others) or on various platforms offered by publishers have serious limitations. For example, no computations can be done by a system while a quiz is being taken. The questions are created and remain static, rather than programmed and dynamic as when using cloud computing.

How does a static question become dynamic?

The genesis of a dynamic question has three phases:
Static Problem → Algorithmic Version → Cloud Version

We discuss through an example these three phases and platforms that can support delivery of cloud-based lectures and evaluations.

Cloud-based course and its management allow instructors to collect various data in real time during the semester. Information such as the level of comprehension and quiz scores enables one to adjust the instruction pace and methodology, enhancing the students’ learning experience.

Keywords:

Cloud computing, mathematics, calculus for business.