Good point, and your other comments to the list are also appreciated,
and I agree. But I am always a little afraid of initiatives to achieve
consistency, because they frequently go overboard (I just watched
Pleasantville last night, that's a good, though extreme, example).
I once TA-ed for an instructor that insisted on not giving points to
students solving a matrix equation with the Gaussian algorithm if they
did not follow exactly the method she taught for choosing the next
pivot element etc. - the sort of mechanical instruction she favored
was widely popular among her students, because it allowed them to turn
off all thought and merely follow instructions, and that was exactly
what I hated about the whole thing. Suffice it to say that those
students were NOT well prepared for what expected them in later
classes, even if they excelled in the final exam.
I know that's not what you're shooting for at all, but the word
"consistency" literally makes me shudder every time :)
--Volker
On 1/15/06, Arthur Loughran <[log in to unmask]> wrote:
> 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]
> > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>
> > >
> > >
> > > Legal disclaimer
> > > --------------------------
> > >
> > > The information transmitted is the property of the University of
> Paisley and
> > > is intended only for the person or entity
> > > to which it is addressed and may contain confidential and/or
> privileged
> > > material. Statements and opinions expressed in this
> > > e-mail may not represent those of the company. Any review,
> retransmission,
> > > dissemination and other use of, or taking
> > > of any action in reliance upon, this information by persons or
> entities other
> > > than the intended recipient is prohibited.
> > > If you received this in error, please contact the sender
> immediately and
> > > delete the material from any computer.
> > >
> > > --------------------------
> > >
> >
>
>
> --
> Volker Kleinschmidt
> Client Support Engineer
> Blackboard Client Support
>
--
Volker Kleinschmidt
Client Support Engineer
Blackboard Client Support
|