Volker,
Wonderful.

The way in which libraries structure learning resources demonstrates
that consistency of presentation aids access to the information that
will open the mind (prepared or otherwise).

regards,
Arthur





>>> [log in to unmask] 15/01/2006 1:31:29 am >>>
Consistency of presentation aids access to information for the
unprepared mind.
Preparing the mind to find and access information opens the mind.
Which is better?

--Volker

On 1/14/06, Lia Papachristou <[log in to unmask]> wrote:
> 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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--
Volker Kleinschmidt
Client Support Engineer
Blackboard Client Support