[Metal] Making learning materials available to students, II

[Dr J. Feinstein]

Hi everyone,
See below for some suggestions which might feed into the group discussion
tomorrow afternoon.
Best wishes,
   Joel

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From: Explaining mathematics <no-reply at wordpress.com>
Date: 21 June 2011 11:55
Subject: [New post] Making learning materials available to students II
To: joel.feinstein at gmail.com


**
    <http://explainingmaths.wordpress.com/author/pmzjff/>  Making learning
materials available to students
II<http://explainingmaths.wordpress.com/2011/06/21/making-learning-materials-available-to-students-ii/>
*Joel <http://explainingmaths.wordpress.com/author/pmzjff/>* | June 21, 2011
at 10:55 am | Categories:
Teaching<http://explainingmaths.wordpress.com/?cat=1591>| URL:
http://wp.me/posHB-eK

See also the first edition of this post, Making learning materials available
to students<http://explainingmaths.wordpress.com/2011/05/26/making-learning-materials-available-to-students/>

At the  Second METAL
workshop<http://explainingmaths.wordpress.com/2011/06/17/programme-for-the-second-nottingham-media-enhanced-teaching-and-learning-workshop-june-22-2011/>(tomorrow!)
there will be a group discussion at the end. Here are some
suggestions for questions to think about which could feed into this
discussion. In these questions I am typically thinking of my own use of
videos (screencasts) of lectures along with the PDF files I produced during
classes by annotating my PDF slides. However the same questions apply to
some extent to almost any materials we make available (but possibly with
different answers!).

For several of these questions I am aware of pros and cons for each possible
answer.

   - What do we think are  some of the "best" ways to use supporting
   materials when teaching?
   - What are the best uses, if any, for previous years' materials?
   - Generally students claim to be happier when more materials are made
   available to them. But how can we measure how "successful" this provision of
   materials is?
   - Are we satisfied as long as at least some of the students appear to
   benefit from the materials we provide?
   - Which students do we hope will benefit from the provision of additional
   resources: All students? The best students? The weakest students? The
   mid-range students? The hard-working students? The not-so-hard-working
   students?
   - Does (or can) the provision of materials contribute directly to
   engagement with the module?
   - When a comprehensive set of module materials is available, some
   students may put off working until it is too late to catch up. How can we
   and should we address this issue?
   For example, if suitable, one could consider using frequent
   multiple-choice, machine-marked, class tests in order to keep people on
   their toes.
   - Should materials be made available immediately after classes, or is
   slow/delayed release better?
   - What do we care about most: good student evaluations, good exam
   results, or an improvement in the level of understanding some or most of our
   students attain? How closely linked are these things?
   - Are standard lectures necessary or desirable when a complete set of
   video lectures and notes for the module is already available? Or is it more
   efficient/effective to incorporate existing materials into some alternative
   teaching style/methodology?

Joel

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-- 

 Dr J. Feinstein       Tel:  +44-115-9514968

 Pure Mathematics      FAX:  +44-115-9514951

 Nottingham NG7 2RD    Web:  http://www.maths.nott.ac.uk/~jff

 United Kingdom        Blog: http://explainingmaths.wordpress.com
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