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ASPs: snakes or ladders for mathematics?

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

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ASPs: snakes or ladders for mathematics? / McCabe, Michael; Williams, Roy; Pevy, Lynn.

CETL_MSOR Conference 2010. ed. / David Green. Birmingham : The Maths, Stats and OR Network, 2011. p. 46-56.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Harvard

McCabe, M, Williams, R & Pevy, L 2011, ASPs: snakes or ladders for mathematics? in D Green (ed.), CETL_MSOR Conference 2010. The Maths, Stats and OR Network, Birmingham, pp. 46-56. <http://www.lulu.com/items/volume_70/10892000/10892871/2/print/Proceedings2010_Internal_Lulu.pdf#page=46>

APA

McCabe, M., Williams, R., & Pevy, L. (2011). ASPs: snakes or ladders for mathematics? In D. Green (Ed.), CETL_MSOR Conference 2010 (pp. 46-56). The Maths, Stats and OR Network. http://www.lulu.com/items/volume_70/10892000/10892871/2/print/Proceedings2010_Internal_Lulu.pdf#page=46

Vancouver

McCabe M, Williams R, Pevy L. ASPs: snakes or ladders for mathematics? In Green D, editor, CETL_MSOR Conference 2010. Birmingham: The Maths, Stats and OR Network. 2011. p. 46-56

Author

McCabe, Michael ; Williams, Roy ; Pevy, Lynn. / ASPs: snakes or ladders for mathematics?. CETL_MSOR Conference 2010. editor / David Green. Birmingham : The Maths, Stats and OR Network, 2011. pp. 46-56

Bibtex

@inbook{6289ffdde8124c8cb73a582f3eee645d,
title = "ASPs: snakes or ladders for mathematics?",
abstract = "We review our experience at the University of Portsmouth over the past academic year, following a shift from home-grown to mass-produced electronic resources from an educational publisher, Wiley Plus. We present the results of a survey on the way mathematics students taking calculus units in their 1st and 2nd year viewed the shift towards Plus, and the opinions of staff involved in tutoring and supporting them. We discuss whether a personalised approach to teaching and learning can be maintained in a world of global education. Should the shift towards Wiley Plus become total, remain partial or simply be reversed? To what extent should we continue to integrate other resources, particularly assessment questions (e.g. from MapleTA, WebCT/Blackboard or PRS) with Wiley Plus? Several other publishers of mathematics textbooks are providing comprehensive packages of interactive resources online. Application Services Providers (ASPs) create, store and deliver from their own server. Their resources include an electronic version of the text or e-book, supplementary materials, worked solutions, study guides, applets, formative assessment with extensive feedback and even summative assessment. Lecturers can customise these materials, most significantly by choosing questions for self-assessment tests and exams. Inevitably there are constraints on the extent to which they can modify or add to these materials. Have ASPs improved the teaching and learning in our large classes of around 150 students? What about smaller classes? The stark choice between open source collaboration and commercial provision often polarises individual academics and even whole institutions. We argue that the ideal is a financially sound, hybrid model, which allows for greater customisation, sustainability, extension and interoperability than is currently available from either commercial providers or open source initiatives.",
author = "Michael McCabe and Roy Williams and Lynn Pevy",
year = "2011",
language = "English",
isbn = "9780955591495",
pages = "46--56",
editor = "David Green",
booktitle = "CETL_MSOR Conference 2010",
publisher = "The Maths, Stats and OR Network",

}

RIS

TY - CHAP

T1 - ASPs: snakes or ladders for mathematics?

AU - McCabe, Michael

AU - Williams, Roy

AU - Pevy, Lynn

PY - 2011

Y1 - 2011

N2 - We review our experience at the University of Portsmouth over the past academic year, following a shift from home-grown to mass-produced electronic resources from an educational publisher, Wiley Plus. We present the results of a survey on the way mathematics students taking calculus units in their 1st and 2nd year viewed the shift towards Plus, and the opinions of staff involved in tutoring and supporting them. We discuss whether a personalised approach to teaching and learning can be maintained in a world of global education. Should the shift towards Wiley Plus become total, remain partial or simply be reversed? To what extent should we continue to integrate other resources, particularly assessment questions (e.g. from MapleTA, WebCT/Blackboard or PRS) with Wiley Plus? Several other publishers of mathematics textbooks are providing comprehensive packages of interactive resources online. Application Services Providers (ASPs) create, store and deliver from their own server. Their resources include an electronic version of the text or e-book, supplementary materials, worked solutions, study guides, applets, formative assessment with extensive feedback and even summative assessment. Lecturers can customise these materials, most significantly by choosing questions for self-assessment tests and exams. Inevitably there are constraints on the extent to which they can modify or add to these materials. Have ASPs improved the teaching and learning in our large classes of around 150 students? What about smaller classes? The stark choice between open source collaboration and commercial provision often polarises individual academics and even whole institutions. We argue that the ideal is a financially sound, hybrid model, which allows for greater customisation, sustainability, extension and interoperability than is currently available from either commercial providers or open source initiatives.

AB - We review our experience at the University of Portsmouth over the past academic year, following a shift from home-grown to mass-produced electronic resources from an educational publisher, Wiley Plus. We present the results of a survey on the way mathematics students taking calculus units in their 1st and 2nd year viewed the shift towards Plus, and the opinions of staff involved in tutoring and supporting them. We discuss whether a personalised approach to teaching and learning can be maintained in a world of global education. Should the shift towards Wiley Plus become total, remain partial or simply be reversed? To what extent should we continue to integrate other resources, particularly assessment questions (e.g. from MapleTA, WebCT/Blackboard or PRS) with Wiley Plus? Several other publishers of mathematics textbooks are providing comprehensive packages of interactive resources online. Application Services Providers (ASPs) create, store and deliver from their own server. Their resources include an electronic version of the text or e-book, supplementary materials, worked solutions, study guides, applets, formative assessment with extensive feedback and even summative assessment. Lecturers can customise these materials, most significantly by choosing questions for self-assessment tests and exams. Inevitably there are constraints on the extent to which they can modify or add to these materials. Have ASPs improved the teaching and learning in our large classes of around 150 students? What about smaller classes? The stark choice between open source collaboration and commercial provision often polarises individual academics and even whole institutions. We argue that the ideal is a financially sound, hybrid model, which allows for greater customisation, sustainability, extension and interoperability than is currently available from either commercial providers or open source initiatives.

M3 - Chapter (peer-reviewed)

SN - 9780955591495

SP - 46

EP - 56

BT - CETL_MSOR Conference 2010

A2 - Green, David

PB - The Maths, Stats and OR Network

CY - Birmingham

ER -

ID: 109012