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www.economics.ltsn.ac.uk
Continued Engagement (Beyond the Life of the Project)
Cillian Ryan and Rebecca Taylor
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What we learnt from WinEcon Dissemination project
• Aim was to facilitate dissemination of existing prize-winning software by creating team of implementers.
• Implicit test of hypothesis of main barrier to dissemination.
• Evidence mixed.
• Tried to carry over lessons to other Economics projects
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www.economics.ltsn.ac.uk
What we learnt from WinEcon Dissemination project
PROS:
• Student focussed
• Bite sized, reusable objects
• Core material
• Mostly time-invariant
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www.economics.ltsn.ac.uk
What we learnt from WinEcon Dissemination project
CONS:
• Based around ‘toolkit’
• Not Microsoft compatible
• Originally web links version dependent
• Originally largely ‘mainframe’ dependent
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www.economics.ltsn.ac.uk
What we learnt from WinEcon Dissemination project
• Questionnaires and use evidence indicates that students more likely to use if product is web-linked
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www.economics.ltsn.ac.uk
What we learnt from WinEcon Dissemination project
• Implementation needed to be durable.
– Links Not version dependent
• Easy access essential (easily downloadable by students).
• Microsoft compatibility desirable
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www.economics.ltsn.ac.uk
What we learnt from WinEcon Dissemination project
• ‘Product’ needed to be portable between successor lecturers
• Where ‘will’ existed use of implementation team was a success
• Presence of technical barriers often meant that work of implementation team was wasted
• No substitute for ‘desire’
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www.economics.ltsn.ac.uk
FAME (FDTL5 Economics)
• METAL - Mathematics for Economics: enhancing Teaching and Learning
• FEELE - Finance and Economics Experimental Laboratory at Exeter
• Applying WinEcon
• ETC - Embedding Threshold Concepts
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METAL
• Improve student engagement with Mathematics for Economics
• An interactive set of online resources
• Online question bank
• Over 50 video clips
• 10 lecturer-focused teaching and learning guides
• Real world Economics case studies
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METAL
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FEELE
• Encourage use of economic experiments
• Increase motivation and retention of students
• Each student participates in 25 - 30 experiments during the Exeter Economics programme
• Developed new classroom experiments for undergraduate modules
• Available via Wikiversity
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Embedding Threshold Concepts/
• Key ideas
• Give an insight into how economists think
• Microeconomics – opportunity cost
• Macroeconomics – the multiplier
• Deepen first year undergraduates’ acquisition of threshold concepts.
• Materials can be used in small and large group teaching sessions
• All materials are available via the ETC website
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www.economics.ltsn.ac.uk
Continued Engagement
• Dissemination strategy
• Encourage ownership
• Student engagement
• Subject Centres
• External links
• Future projects