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To post – or not to post…

To post – or not to post…. Is this really the question any more?. Many (most?) of us post online. Especially : Large classes Core curriculum, shared teaching (i.e.. TAs) Common evaluation across many classes Content heavy courses. Less prevalent. Smaller courses

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To post – or not to post…

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  1. To post – or not to post… Is this really the question any more?

  2. Many (most?) of us post online Especially: • Large classes • Core curriculum, shared teaching (i.e.. TAs) • Common evaluation across many classes • Content heavy courses

  3. Less prevalent • Smaller courses • Insight, creativity, critical thinking & interpretation oriented courses (although items other than class notes are often posted) • Occasionally strong professor preference not to post • Why not?

  4. Issue: Attendance • Posting partial notes or slides • “If attendance drops, posting stops.” (P. Latreille) • Posting class summary questions – instead of or in addition to class notes • Specifically refer to in-class items that are not part of posted notes on test or exam

  5. Issue: Lost art of note-taking • Note taking is a mechanism for learning, not just for recording • Do your students know this? • WLU resources on how to take notes: • Workshop on note taking http://www.wlu.ca/events_detail.php?grp_id=1866&ev_id=3736 • Session will be webcast, available on WebCT

  6. Issue: Intellectual property • Who owns class notes posted online? • WLUFA “36.2.1 All intellectual property is owned by the Members who create it, except in those cases:..” • SBE website notifies users: http://www.wlu.ca/page.php?grp_id=491&p=3775 • But - no IP rights for WLU grad students employed by prof unless otherwise arranged: http://www.wlu.ca/calendars/section.php?cal=3&s=237&ss=927&y=29

  7. Student perspective? • Class has to be seen as a value-added learning experience • Adult learning principles emphasize need to be explicit about our rationale for teaching approach • Text support is especially important for international students, ESL students, hearing impaired students • 24/7 access online fits our waking/sleeping mode • Posted items enable convenient review

  8. Resources • General guide: http://tlt.its.psu.edu/suggestions/research/lectures.shtml#top • Article on “notegiving”: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_2005/TC_Spring_2005_Smith.htm • Blackboard online learning article http://blackboardsupport.calpoly.edu/content/faculty/handouts/Ben_Online.pdf • Example of explanation to students about posting and class attendance: http://www.yorku.ca/marko/PHYS1410/notes.htm

  9. Additional resources in “The Teaching Professor” • September 2004 – Online Lecture Notes Can Aid Student Learning – • June/July 2005 – Providing Notes: A Research Update • October 2005 – Fill-in-the-Blank Lectures Notes: Advantages

  10. Other resources on “Who owns…” question • http://sanjose.bizjournals.com/sanjose/stories/1999/11/08/story5.html?jst=cn_cn_lk • http://www.educause.edu/ir/library/pdf/eqm0117.pdf

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