Overview
- Why? Motivation
- What? Define requirements/guidelines for teaching content
- How? Define methods to create teaching content
Target state
- Access to course material needed to learn should be
- Standardized: at institute, national or international level
- Free: in context of price and usage (without limitations of licensing)
- Accessible: digital version available on web which can be modified as needed
Benefit
- Ensures minimum quality
- Not all teachers across every institute are at the same competency level
- Students get access to the best possible content irrespective of institute
- Reduce load from faculty
- Faculty can focus on other aspects like lecture demos, labs, experiments, exams etc.
- Evolve over time with little incremental effort
- For most subjects, even in higher studies, core fundamentals change very slowly
Content
- Book for each subject which also acts like reference notes
- Slides to deliver lectures
- Tools to aid teaching
Features
- Simple to produce but effective
- Structuring the knowledge
- Content should reflect the structure through parts and chapters
- Visualization
- Tables, figures, diagrams, plots (interactive)
- Well designed toc
- Download available for offline use
Administration
- This can be organized at institute, national or international level
- E.g. Organizations like IEEE engage the best of academia to collaborate through committees
- Provide the content itself rather than guidelines
- The content produced is available to use for free by any institute around the globe
- The academia use the same tool to edit and collaborate effectively as per use case
Requirements
- Faculty development programs
- Content
- Quarto
- Basic programming
- Basic version control
- Advantages
- Faculty becomes aware what can be done
- Faculty can use the knowledge for other publishing tasks
- Faculty at all levels can edit the content as required