Arthur
I think there is also an argument there that other students would enjoy the
diversity and different approaches in the presentation and nature of the
resources in different module sites.
I have come across this argument, but funnily enough it came from staff not
students.
Anyway, I haven't got an answer to your question, but at some point in the
summer I started preparing a 'good practice guide' with the intention of giving
lecturers some ideas on improving their sites. I started looking at different
module sites which we had permission to use in staff workshops, and found a lot
of them had resources that were generic and could be re-used in different
modules. You may find that some lecturers have got materials that fall into
this category and they are willing to share with others - such as guides on
literature research, using the internet to find resources, etc. Library staff
usually have lots of materials too.
Lia
-------------
Lia Papachristou
Online Learning Support Officer
University of Westminster
Quoting Arthur Loughran <[log in to unmask]>:
> Hi,
> In a recent survey a small number of student reported that owing to
> poorly presented/structured resources they were experiencing
> difficulties in locating and navigating within a module. Some also
> stated that they "wish staff would be consistent in their use of
> Blackboard". To help assess the extent of these claims we need to
> look at all modules for 415 academic staff as well as the growing number
> of part time tutors and academic support staff. That is task enough but
> what about a solution if a problem is identified.
>
> One of the solutions I am thinking about is to encourage Schools to
> adopt a standard (but not prescriptive) template approach to resource
> structure and presentation. Although such an approach offers
> consistency not only to students but also to staff who are increasingly
> adding more and more resources to their Bb modules it is burdened by the
> need to allocate additional (but as yet undetermined) staff resources to
> the investigation element and to the potential restructuring exercise.
>
> I would be grateful if anyone who has faced this "re-visioning"
> problem could make comment on the template approach and/or offer advice
> on how to tackle this task.
>
> regards,
> Arthur Loughran
>
>
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>
> Dr. Arthur J. Loughran
> Senior Lecturer
> Centre for Learning and Teaching
> University of Paisley
> Paisley PA1 2BE
> tele: +44-(0)141-848-3558
> fax: +44-(0)141-848-3822
> email: [log in to unmask]
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>
>
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