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Creating Effective & Interactive Handouts & Resources
Transcript of Creating Effective & Interactive Handouts & Resources
email@example.com firstname.lastname@example.org The humble handout Good practice tips
for handouts Types of handout Sources used Is there still a case for the handout?
But teachers tend to like printing off their PPT slides, the result being the standard ‘PPT Handout’
Associated ‘pros’ and ‘cons’
We’ll now explore these ideas... Cox, in Swain (2008): Writing down notes helps students understand the lecture, but the handout still serves an important purpose. Students typically note down less than half the information presented in a lecture.) > use a Word file to increase flexibility
> include some additional material &exercises
> consider presentation and appearance Try to individualise the handout format
Make links to the handout during the lecture
Aim for ‘added value’: an exercise, activity, case study
Handouts are useful for flagging the structure of the topic. Structure may be lost in a lecture
Generally, avoid introducing new issues
And avoid providing very long handouts, which encourage spoon-feeding and may reduce attendance: emphasis on simplicity and key points Relate the handout to your lecture or presentation
Don’t let the handout distract your audience
Decide when you want to distribute your handout: there are different views about this
Be mindful of the principle of constructive alignment (Biggs, 2003)
Decide in advance when to distribute the handout
Include contact information.
the lecture session Plenty of space and reasonable margins – room for notes
Contrast between background and text (RNIB)
Sans-serif font – though there is debate here – avoid decorative fonts
Account for any specific needs – e.g. those of dyslexic students
Font size of 12-14 points (RNIB)
Clear, succinct English - readability
Inclusion of relevant graphics / illustrations
Smart, appealing appearance and good quality prints. It makes a difference!
Make available on line.
format and presentation Skeletal handout – brief handout about what you are going to do, at the beginning of a session. ‘Scaffolding’ purpose
Orientation handout – for the next session, at the end of this one. Helpful to note plans and expectations
Reading lists – making these annotated adds value
Gapped handouts – pre-structure the session with headings, key areas and illustrations, leaving spaces for notes
Primary source handouts – containing a series of key quotations for discussion
Work sheets and activities
Aim for variety! Atherton, J. (2011) Teaching and Learning; Handouts. Available at: http://www.learningandteachinginfo/teaching.handouts.htm
Biggs, J. (2003) Teaching for Quality Learning at University, Buckingham, Society for Research in Higher Education and Open University Press, second edition.
Brown, A. (2004) Visual Design Basics: Creating Effective Handouts, Flyers & Brochures. Available at: http://www.mscare.org/expert/main.cfm
Fry, H., Ketteridge, S. & Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, third edition, London, Routledge
Swain, H. (2008) Effective lecture handouts, Times Higher Education, 19.6.08. Is there any place left for the humble paper handout?
Does technology make it more likely that students will use other learning resources?
Is the investment in new types of learning technology worth the effort?
DISCUSSION QUESTIONS Audio & Video
Pebblepad & Moodle
The future? Why? Can visualise things that are difficult to demonstrate
Accessible 24hrs day, anywhere in the World
Entertaining & Engaging
Can summarise / condense things down into bite-size learning chunks
Interactive & portable Streaming Video
Video & Audio downloads on iTunesU
Hi-speed network & computer speed... HD footage possible Re-usable
Objects Are self-contained – each learning object can be consumed independently
Are reusable – a single learning object may potentially be used in multiple contexts for multiple purposes
Can be aggregated – learning objects can be grouped into larger collections, allowing for their inclusion within a traditional course structure
Are tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search -- which facilitates the object being used by others
Learning objects allow for learning that is: Just enough - if you need only part of a course, you can use the learning objects you need
Just in time - learning objects are searchable, you can instantly find and take the content you need
Just for you - learning objects allow for easy customization of courses Links Avoid Death by Powerpoint... take... your... students... a... on... journey! Clearly, many of these tools are there to produce a resource or summary to use BEFORE or AFTER a class as they require a computer. What about during a lesson? With the advent of laptops, ipads and other portable devices, these tools are going to become more and more important and relevant for in-class work too. Optometry Law Creating effective and interactive
handouts and resources ‘GOOD MORNING CITY’
SEMINAR SERIES HIGHER EDUCATIONAL ACADEMY - Programming RLOs
http://www.wisc-online.com CETL - Centre for Excellence in Design & Development of Learning Objects
Partnership between London Metropolitan University, the University of Cambridge and the University of Nottingham
http://www.rlo-cetl.ac.uk/ MERLOT - Multimedia Educational Resource for Learning & Online Teaching
http://www.merlot.org GLO MAKER - RLO Creation Software
http://www.glomaker.org JORUM Repository
http://www.jorum.ac.uk http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/ Why Prezi?