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Using Annotated Outlines To Enhance Learning

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Conference

1996 Annual Conference

Location

Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996

ISSN

2153-5965

Page Count

8

Page Numbers

1.504.1 - 1.504.8

Permanent URL

https://peer.asee.org/6372

Download Count

29

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Paper Authors

author page

Roger Ware

author page

Charles F. Yokomoto

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 0630

Using Annotated Outlines to Enhance Learning

Charles F. Yokomoto, Roger Ware Indiana University-Purdue University Indianapolis

Introduction

The course syllabus is an important feature of a well designed course, and some instructors even include a study guide as an essential part. While study guides are very useful to the student, they require a considerable amount of effort on the part of the instructor. Study guides can take several forms, including something as basic as a solution manual on one hand and a programmed text on the other. In between are supplemental lecture notes, case studies, tutorials, and collections of drill problems. In this paper, we present a demonstration on how the ordinary course outline can be expanded through annotation to become an effective, but abbreviated, study guide. In addition to the basic concept of the annotated outline, we will describe a framework that we use to help us organize the information into a cohesive structure that helps students assimilate the information for personal application.

An Overview of the Annotated Outline

Rather than developing a separate study guide, we chose to place learning related information in the course outline rather than in a supplemental study guide so that students will be more likely to use it. Since students should read the course outline to obtain the reading assignments and homework assignments, we felt that the outline would be the best place to write explanatory notes.

One of the primary features of our system is the way that information is labeled by type, which allows us to characterize information as we present it. From theories of individual differences and learning styles, we know that different individuals focus on different aspects and features of the information they receive. In extreme cases, individuals may completely ignore information of a particular characterization because he or she sees it as unimportant for learning or the information has gone by unnoticed. We have learned that classifying information by type and purpose has helped students identify important features, focus on essential information, and organize it in a useful structure.

1996 ASEE Annual Conference Proceedings

Ware, R., & Yokomoto, C. F. (1996, June), Using Annotated Outlines To Enhance Learning Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/6372

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