4. The study resources and materials provided were helpful in my learning
4. The study resources and materials provided were helpful in my learning
Overview
Based on student feedback and a series of conversations with ABP teaching staff, BEL+T has produced a set of Tactics for Study Resources and Materials. The objective of this process was to identify the characteristics that students attribute to subjects with useful resources and materials. In addition to student commentary, the following guidance includes tactics used by subject coordinators as well as things to consider for their application. Access the PDF version here.
Themes
ABP student voices described the qualities associated with helpful study resources and materials as being:
- Delivered in an Engaging and Accessible Format - Study resources and materials are delivered in a format (or combination of formats) that students find engaging and easy to access.
- Aligned to Learning Activities and Assessment - Study resources and materials are designed within the broader subject design such that students perceive their utility and relevance.
Delivered in an Engaging and Accessible Format
Study resources and materials are delivered in a format (or combination of formats) that students find engaging and easy to access.
Tactic | Examples | Things to Consider |
Ensure delivery format(s) that maximise student engagement and content. |
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Breaking down expectations along the way through supplemental channels of communication |
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Designing the LMS site for straightforward navigation and access to resources that clarify expectations |
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Ensure expectations of time spent engaging with resources and materials is appropriate and aligns with approved subject credit hours. |
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Structure the LMS for effective navigation to resources and materials. |
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Related Student Quotations
- Online learning material gave a great overview which was supported by the lectures […] The short videos included [on the LMS] were incredibly useful and I enjoyed all of the guest lectures. All provided material was helpful and useful.
- I enjoyed the virtual site visits. They were quite engaging [and] allowed me to visualise certain concepts which again allowed me to understand them better…
- The rewatchable video format of the guest lectures are very useful when searching for in–depth discussions about certain topic areas.
- The online recorded lecture were informative and engaging. Having the flexibility of when to watch the lectures is extremely helpful.
- I appreciated being able to do the lectures at my own pace online. They are jam–packed with information!
- I didn't find the online learning super engaging, I more so relied on the lectures so I think there could have been a better way to make students engage with that content so they don't miss out on important information as at times there was a lot to go through.
- The online learning was useful but in some cases could be a little confusing at times, it may have been better to step through these things in a lecture format.
- Online learning […] is quite overwhelming with the amount of information and not being explained in the subject context creates a lot of confusion.
- Overwhelming and unconcise amount of information [on the LMS], which was hard to read through to find what was needed. Ended up being easier to just google the information. This could be improved by organising the information better. Contents pages, formatting consistency, hyperlinks, etc.
- Timestamps in each workshop/lecture video would make it easier to find specific points. Would save time scrolling through the videos to find the skill I forgot how to do.
- Only some of the lectures slides were made available on LMS. Making all of them easily available in the same place would have made taking notes in the class easier.
- I would suggest creating slide shows or notes on tutorials and how to access certain materials that were introduced for easier access.
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References
Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Lueckenhausen, G. (2005). Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, 33, 137-157.
Eric Mazur, Abridged "Confessions of a Converted Lecturer"
Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? Engaging college students in course readings. College teaching, 65(1), 28-31
Aligned to Learning Activities and Assessment
Study resources and materials are designed within the broader subject design such that students perceive their utility and relevance.
Tactic | Examples | Things to Consider |
Map subject resources against learning activities and assessment to confirm constructive alignment. |
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Scaffold resources to support learning towards assessment. |
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Optimise the relationship between synchronous activities and asynchronous materials. |
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Related Student Quotations
- My tutor was very kind to upload many related information on the Miro board to help us do the project.
- Useful readings were provided that were in accordance with the subject's assessments.
- Make the lectures, readings and tutorials more linked.
- Videos are provided however the assumption is that students undertake these 4–5 hours worth of videos outside of the required class time. It would be more beneficial to run this unit as a learning unit where skill is the focus each week and practical tutorials are undertaken to understand the programs and the content.
- The slides on canvas are good but they don't have the same depth of information that is discussed in class.
- I would prefer to have some of the tutorial contents documented for future reference.
- It would have been useful if the workshop slides were made available as a resource to refer back to.
- We […] got a run through of how to use the canvas for the subject too late in the semester so I feel like some information that would have been very useful in the first assignment was missed.
- The readings are too complex to be understood [and] the lectures are not helpful for assignments. It would be better if lecture explains the theory in the readings.
- Adobe Illustrator or related application tutorials should be provided if renders and illustrations are recommended.
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References
Biggs, J., Tang, C. & Kennedy, G. (2022). Teaching for Quality Learning at University. Open University Press.
Biggs, J. Enhancing teaching through constructive alignment. High Education 32, 347–364 (1996). https://doi.org/10.1007/BF00138871
Biggs, J. (2003). Aligning Teaching for Constructing Learning. https://www.researchgate.net/publication/255583992_Aligning_Teaching_for_Constructing_Learning