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Creating Effective & Interactive Handouts & Resources

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Steven McCombe

on 23 February 2011

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Transcript of Creating Effective & Interactive Handouts & Resources

Patrick Baughan Steve McCombe Aachal Kotecha Emily Allbon PAPER ELECTRONIC p.baughan@city.ac.uk

e.allbon@city.ac.uk aachal.kotecha.1@city.ac.uk 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’

Alternative ideas:

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.
linkage to
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?
Pebblepad & Moodle
Adobe Presenter
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’
http://www.ics.heacademy.ac.uk/resources/rlos/introprog/index.php WISC-ONLINE
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?
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