NUMPeN: Inaugural Meeting 

Abstract: In this talk I will report findings from a recent study which investigated the impact of using an interactive theorem prover - Lean (https://leanprover-community.github.io) - to teach an introduction to proof module. Findings show that some of the habits that students acquired while programming proofs in Lean may be transferred to writing proofs on pen and paper and that these habits may help students overcome some of the difficulties that encounter with the formalism of proof in their first year. During this talk  - and by means of this study - I will also illustrate  what I intend for  a ‘collaborative research agenda’ between mathematicians and mathematics educators and how this collaboration may serve as an introduction for colleagues in mathematics to begin researching their own practice. 

MCS2052 Topics: Scholarship, progression, and mentoring on

the education track

Maths teaching outside the maths classroom (outreach and service teaching)

MCS2053 Topics: Transition to University

Learning technologies

Our strategic project to redesign all our UoLeeds UG programmes (Curriculum Redefined) gives us the opportunity to think about global considerations such as skills development from a programme-level perspective. These might encompass skills such as writing, communication, team work, study skills, employability, data science, ethics and sustainability. In particular, a meaningful embedding of sustainability can be a challenge: of course modelling and quantitative data analysis underpin all areas of sustainability; yet the maths curriculum doesn't easily map onto the Sustainable Development Goals (SDGs), and the challenge is to come up with meaningful, non-generic examples. However, there can be great synergies with developing others of the aforementioned skills: certainly data science and ethics, and depending on the TLA activity also writing, study skills, communication and team work, and thereby employability skills more broadly.

Abstract: As an organisation specialising in distance learning, the Open University has always explored the possibilities of the latest technologies, from early morning television programmes on BBC2 in the 1970s, to the possibilities of in World-wide web and AI. Since 2006, we have been using Moodle as the basis of our VLE, making full use of the possibilities provided by open source to customise the learning experience of our students, and the teaching experience of our staff.

In that time, the VLE has become essential to the functioning of the university, meaning that the Learning systems team must deliver an absolutely reliable (and usable, accessible, fast, secure …) system. Yet, at the same time we have also manged to add innovative tools such as STACK, CodeRunner, and others into the mix. We have maintained this through many versions of Moodle and other software components, operating systems and hardware. 

However, software installed on a server will not educate anyone by itself. It needs engaged teachers to work out the possibilities of the tools, and use them effectively. We have watched and supported this process. The way that use of new technology spreads through a department or institution is interesting. Also, feedback from demanding users helps drive the development of the software to where it needed to go. 

I will try to explain some of the factors that has made all this work at the Open University.

A link to the feedback form will be added closer to the event.