The case for "Exercise 0" at XJTLU in the next 10 years

Presenter: Pascal Grange (Mathematical Sciences)

Key words: Exercise zero, Mathematical and physical sciences, Learning and teaching styles

The interactive use of technology is transforming teaching and learning on a global scale, especially in quantitative subjects such as the mathematical and physical sciences. Text and code can be shared instantly in order to estimate orders of magnitude, model phenomena, and challenge the results of research. In the emerging model of Massive Online Open Courses (MOOCs), learning materials are already giving rise to the interactive development of valuable textbooks, starting from downloadable drafts and code templates. 

It is still difficult to foresee to what degree MOOCs will permeate academic training in the next 10 years. However, some of their interactive character can be transposed to XJTLU, at least in the context of the Applied Mathematics programme. What I call "Exercise 0" (the weekly editing of lecture notes and tutorials by students, with reporting by email and revisions posted on ICE), creates a secure environment for students to engage into critical thinking at their own pace. Students, while learning, contribute regularly to a body of mathematical resources to be further used in teaching. This process combines developmental and transmission-based approaches, and could give rise in the medium term to published resources (in the form of e-books supported by software, with acknowledged contributions from students), thereby strengthening the impact of XJTLU on learning and teaching styles.