This paper describes the development of a self-paced discrete mathematics intervention for weaker... more This paper describes the development of a self-paced discrete mathematics intervention for weaker first year computer science students at a UK university based on a successful self-paced learning course at another UK university. The intervention programme is then introduced as part of the sigma Centre for Excellence at the current university. The development of the module and its associated teaching method at the former university is then described. The development of a new intervention based on the teaching method and resources at the former university is discussed. The evaluation of this initial intervention is then described. Funding was received from JISC to develop and Quality Assure these materials. The process of this development and evaluation are described. Finally, conclusions are drawn on the end product of this development work.
Learning technologies are commonly viewed as assisting student learning within a traditional educ... more Learning technologies are commonly viewed as assisting student learning within a traditional educational context without considering vital elements such as student engagement, motivation, enjoyment and their informal, free-time learning. The name "learning technology" is therefore often something of a misnomer. This paper proposes a different way of thinking about learning technologies in the context of mathematics at the school-university transition by focusing on environments which facilitate curriculum-based learning from the perspective of student enjoyment and free-time activity. Two such "innate" learning technologies are described, namely robotics combined with an integrated computer algebra and dynamic geometry software package, and an internet-based mathematical gaming website. The evaluation of learning experiences with these technologies is explored. Conclusions are drawn about the design and deployment of innate learning technologies.
He stated that, compared with 10 years ago, we now have better research into e-learning, cheaper ... more He stated that, compared with 10 years ago, we now have better research into e-learning, cheaper and smarter technology, and smarter students (eg a recent study suggested that over half US teenagers have created their own online media content [3]). However, most e ...
The SIGMA Centre for Excellence in Mathematics and Statistics Support at Coventry and Loughboroug... more The SIGMA Centre for Excellence in Mathematics and Statistics Support at Coventry and Loughborough Universities is developing an innovative teaching strategy involving targeting a group of students in a particular module group who are perceived as being 'at risk' and providing an alternative form of teaching and learning support for them. This paper discusses: the background to proactive interventions; pedagogical models underlying proactive interventions; the interventions which have been tried at the two Universities in the last academic year with particular reference to a case study of one module; and conclusions and future plans.
This paper describes the development of a self-paced discrete mathematics intervention for weaker... more This paper describes the development of a self-paced discrete mathematics intervention for weaker first year computer science students at a UK university based on a successful self-paced learning course at another UK university. The intervention programme is then introduced as part of the sigma Centre for Excellence at the current university. The development of the module and its associated teaching method at the former university is then described. The development of a new intervention based on the teaching method and resources at the former university is discussed. The evaluation of this initial intervention is then described. Funding was received from JISC to develop and Quality Assure these materials. The process of this development and evaluation are described. Finally, conclusions are drawn on the end product of this development work.
Learning technologies are commonly viewed as assisting student learning within a traditional educ... more Learning technologies are commonly viewed as assisting student learning within a traditional educational context without considering vital elements such as student engagement, motivation, enjoyment and their informal, free-time learning. The name "learning technology" is therefore often something of a misnomer. This paper proposes a different way of thinking about learning technologies in the context of mathematics at the school-university transition by focusing on environments which facilitate curriculum-based learning from the perspective of student enjoyment and free-time activity. Two such "innate" learning technologies are described, namely robotics combined with an integrated computer algebra and dynamic geometry software package, and an internet-based mathematical gaming website. The evaluation of learning experiences with these technologies is explored. Conclusions are drawn about the design and deployment of innate learning technologies.
He stated that, compared with 10 years ago, we now have better research into e-learning, cheaper ... more He stated that, compared with 10 years ago, we now have better research into e-learning, cheaper and smarter technology, and smarter students (eg a recent study suggested that over half US teenagers have created their own online media content [3]). However, most e ...
The SIGMA Centre for Excellence in Mathematics and Statistics Support at Coventry and Loughboroug... more The SIGMA Centre for Excellence in Mathematics and Statistics Support at Coventry and Loughborough Universities is developing an innovative teaching strategy involving targeting a group of students in a particular module group who are perceived as being 'at risk' and providing an alternative form of teaching and learning support for them. This paper discusses: the background to proactive interventions; pedagogical models underlying proactive interventions; the interventions which have been tried at the two Universities in the last academic year with particular reference to a case study of one module; and conclusions and future plans.
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Papers by Peter Samuels