JISC

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The aim of this project was to reuse and repurpose existing learning resources and produce associated new learning resources to support mathematics learning for science-based subjects. The emphasis of the project was on resources associated with proven teaching and learning methods.

Executive Summary

This project was run by sigma a Centre for Excellence in Teaching and Learning (CETL) in mathematics and statistics support based at Coventry and Loughborough Universities. The work was mainly carried out at Coventry University.

The primary objective of the project was to reuse, repurpose and develop new material (comprising of paper-based notes, short video clips and online tests) in discrete mathematics for first year undergraduate computer science students based on the discrete mathematics resources already provided by Brunel University and their associated teaching and learning method. As sigma already had a good working relationship with Brunel University in regards to these materials, the Reproduce programme provided an excellent opportunity to formalise this relationship.

The secondary objective of the project was to investigate the feasibility of the reuse, repurposing and development of four other sources of external materials with their associated teaching and learning methods for science-based mathematics teaching.

The method adopted by the [roject was to incorporate the learning materials and their associated teaching methods into sigma’s Proactive Teaching programme which comprises of a number of teaching interventions with the aim to target 'at risk' students on different service mathematics modules at both CETL institutions and provide them with appropriate proactive support in order to reduce failure rates and hence improve retention. Once these resources had been trialled within this Programme and quality assured, it is intended that they will be made freely available to the UK Higher Education (HE) community via the JorumEducationUK repository and a computer server at Loughborough University which already runs several well used mathematics resource websites.

The primary objective was largely achieved. The chosen materials and their associated teaching method were largely reused, repurposed, developed, quality assured, corrected and trialled within the Proactive Teaching Programme as planned, although the scope of the video and online test materials provided was reduced slightly. The final version of the materials has been uploaded into the Jorum repository in anticipation of the JorumEducationUK repository coming online later in 2009.

The evaluation of the case study was largely positive: students continued to attend the voluntary support classes for many weeks and stated that they felt the sessions were worthwhile. 90% of students interviewed would like their other modules to be supported in the same way, validating the teaching and learning method adopted.

Not as much progress was made with the other secondary objectives as had been hoped. However, some progress was made with one of the secondary objectives in association with the JISC MathAssess project: CASPER is in the process of making a formal application to Glasgow Caledonian University for the intellectual property rights (IPR) to the CALMAT and MELA systems which should be of benefit to the UK HE community.

The impact of the project is currently mainly limited to those who have been directly involved.

Conclusions

The project makes two main conclusions:

1. The Project has been useful and worthwhile in preserving and further developing the legacy of the discrete mathematics learning development work at Brunel University which otherwise may have been lost
2. The importance of the teaching and learning method associated with the reuse or repurposing of learning resources should be emphasised although it was observed that it may not be feasible to reuse or repurpose materials for more specialised or technical teaching and learning methods

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