Using annotated outlines to enhance learning [engineering education]

Abstract

This presentation focuses on the use of the annotated outline wherein outlines are annotated (augmented) with different kinds of significant information, turning the ordinary engineering course outline into a mini-learning-guide. This extra information plays a wider role than the typical notes handed out by instructors. In addition to information that clears up ambiguous or complicated material in the text book, it can take the form of hints on solving homework problems. It can describe types of knowledge, such as definitions, strategies, procedures, rules of thumb, and concepts, and it can describe cognitive processes such as brain storming and synesthesia. An important feature of the annotated outline is that information is identified according to knowledge type, cognitive function, and cognitive process so that students will be able to go beyond meaning to meta-learning. For example, information that takes the form of a procedure is listed as such, and students are instructed on the importance, the purpose, and the limitation of a procedure. Information that describes a sign convention also states why conventions are important in calculations and derivations.