http://www.dspace.cam.ac.uk:80/handle/1810/224801 Sun, 19 May 2013 03:14:22 GMT 2013-05-19T03:14:22Z http://www.dspace.cam.ac.uk:80/handle/1810/242438 Title: Using evidence informed approval to create online learning resources Authors: Tracy, Frances; Jordan, Katy; Johnstone, Keith; Carmichael, Patrick Abstract: The Plant Sciences Pedagogy Project began in the autumn of 2005 sponsored by the Cambridge-MIT Institute (CMI). The project objectives within the Department of Plant Sciences at the University of Cambridge were twofold: to conduct research into undergraduate teaching and learning within the Department; and to develop online resources to support student learning. The research focused on the second year ‘Part IB Plant & Microbial Sciences’ (IB PMS) Course. A combination of focus groups, dual-scale questionnaires and semi-structured interviews were used to gauge both student and staff opinions on, attitudes towards, and expectations of, teaching on the IB PMS course. This resulted in a solid evidence base, with several key themes emerging that were confirmed by multiple approaches. This evidence base was then used to inform and shape the construction of the students’ course site and the new resources to be housed within it. The site was developed in the Universities’ adaptation of the Sakai Virtual Learning Environment (VLE) platform, known as CamTools, for which technical support was provided by Centre for Applied Research in Educational Technologies (CARET). There can be a strong temptation to use all the options offered by available information technology for their own sake and CamTools is rich in pre-programmed software ‘tools’. Therefore the evidence informed approach was adopted to identify appropriate tools for implementation. The CamTools/Sakai online environment proved to be extremely versatile and allowed the development of bespoke online learning resources for students; this resulted in an online learning environment which best matched the needs of the course and its students. Description: Second International Blended Learning Conference “Supporting the Net Generation Learner”, 14th June 2007 at The Fielder Centre, University of Hertfordshire. Wed, 13 Jun 2007 23:00:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/242438 2007-06-13T23:00:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224842 Title: 20 The Tools - 01 About the Tools - TfLN Tools Rationale: Video Analysis (Video Analysis) Authors: TfLN-Transforming Perspectives project Abstract: Rationale behind the use of video techniques used in supervisions as part of the research effort of the TfLN Tue, 30 Mar 2010 13:46:15 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224842 2010-03-30T13:46:15Z http://www.dspace.cam.ac.uk:80/handle/1810/224841 Title: 20 The Tools - 06 Video Procedures - TfLN Video Procedures: Analysis (Guidance for analysing supervision videos) Authors: TfLN-Transforming Perspectives project; Fox, Alison Abstract: This guide to recording and analysing supervisions has been prepared summarising the methods used to capture and analyse records of supervisions. Tue, 30 Mar 2010 13:46:10 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224841 2010-03-30T13:46:10Z http://www.dspace.cam.ac.uk:80/handle/1810/224840 Title: 10 Code of Practice - - TfLN Code of Practice: Publication, Communication and Impact Strategy (05 Publication, Communication and Impact Strategy) Authors: TfLN Project (Naomi Irvine) Abstract: This strategy dopcument provides the principles or ground rules for the way we generate outputs, engage with participants and communicate with different audiences Tue, 30 Mar 2010 13:46:06 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224840 2010-03-30T13:46:06Z http://www.dspace.cam.ac.uk:80/handle/1810/224839 Title: 20 The Tools - 07 Threshold Concepts - Threshold Concepts: Comparing perspectives (Comparing teacher and student perspectives) Authors: TfLN-Transforming Perspectives project Abstract: Part of a toolkit used in the Transforming Perspectives project, looking at using 'threshold concepts' as a framework for identifying areas of conceptual difficulty in disciplinary curricula. This document gives an outline for an activity where student-identified threshold concepts are compared with staff perceptions of threshold concepts. Tue, 30 Mar 2010 13:46:01 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224839 2010-03-30T13:46:01Z http://www.dspace.cam.ac.uk:80/handle/1810/224838 Title: 20 The Tools - 01 About the Tools - TfLN Tools Rationale: PV Gap Questionnaire (PV Gap Questionnaire) Authors: TfLN-Transforming Perspectives project Abstract: Rationale for conducting surveys in the TFLN: Traditional single-scale questionnaires are typically oriented towards gathering data about behaviour or experience or alternatively towards gauging attitudes or preferences. Double-scale questionnaires use two Likert scales referring to two orthogonal scales. We have used double scale questionnaires to collect data about students' experience of small group teaching practices and the value which they attach to these practices. Tue, 30 Mar 2010 13:45:56 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224838 2010-03-30T13:45:56Z http://www.dspace.cam.ac.uk:80/handle/1810/224837 Title: 30 Recent Research Outputs - - Developing a Research Community in Higher Education as ‘Co-Configuration’ (EARLI 2007: TfLN as a Co-Configuration Network) Authors: Irvine, N; Carmichael, P Abstract: Abstract and Outline of Paper Presented at European Association for Research on Learning and Instruction, August 2007. This paper describes a series of research and development projects into teaching and learning practices in Higher Education which have been undertaken at the University of Cambridge under the auspices of the Pedagogy Programme of the Cambridge-MIT Institute (CMI). These have involved a collaboration between groups of staff and students in participating departments and a team of education researchers based at the Centre for Applied Research in Education Technologies (CARET). We describe the evolution, over a period of about two years, of an organisation (CARET), of research processes, of educational practices and resources, and of roles and relationships of researchers and participants. Most critically there has been a negotiation of norms and expectations on the part of participants and the legitmization of discourses in a shared 'problem space'. The research and development process can be conceptualised as one of 'co-configuration' with continual renegotiation of requirements and solutions. Roles and approaches have developed as researchers have gained better understanding of the priorities and 'ways of thinking and practicing' of other participants and those participants have in turn become familiar with the techniques and theoretical perspectives of education researchers. The importance of 'boundary-crossing' objects which provide points of focus for discourse and development is discussed, and what these might be in the context of education research and development projects. The paper concludes with a description of a new initiative informed by this view of research and development as co-configuration: the Teaching for Learning Network (TfLN), designed to support further pedagogical interventions across a variety of disciplines and institutions. Tue, 30 Mar 2010 13:45:51 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224837 2010-03-30T13:45:51Z http://www.dspace.cam.ac.uk:80/handle/1810/224836 Title: 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: Feedback and Assessment (Focus Group Week 3) Authors: TfLN (Patrick Carmichael) Abstract: Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - Feedback and Assessment Tue, 30 Mar 2010 13:45:46 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224836 2010-03-30T13:45:46Z http://www.dspace.cam.ac.uk:80/handle/1810/224835 Title: 10 Code of Practice - - TfLN Code of Practice: Expectations (01 Expectations) Authors: TfLN Project (Naomi Irvine) Abstract: Expectations of participants in the Teaching for Learning Network project: This document sets out what the project team and the participants in TfLN departments can expect from each other. Tue, 30 Mar 2010 13:45:42 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224835 2010-03-30T13:45:42Z http://www.dspace.cam.ac.uk:80/handle/1810/224834 Title: 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: Learning in Different Settings (Focus Group Week 1) Authors: TfLN (Patrick Carmichael) Abstract: Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - Learning in Different Settings Tue, 30 Mar 2010 13:45:37 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224834 2010-03-30T13:45:37Z http://www.dspace.cam.ac.uk:80/handle/1810/224833 Title: 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Rationale (01 Dual Scale Questionnaires Rationale) Authors: TfLN-Transforming Perspectives project Abstract: Explanation of what a Practice-value survey is, how it might be used, how it might be constructed (useful types of questions to ask using the survey) and how it can be analysed and interpreted. Tue, 30 Mar 2010 13:45:33 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224833 2010-03-30T13:45:33Z http://www.dspace.cam.ac.uk:80/handle/1810/224832 Title: 10 Code of Practice - - TfLN Code of Practice: The CARET Critical Friend (02 The CARET Critical Friend) Authors: TfLN Project (Naomi Irvine) Abstract: Explanation and description of what a critical friend is, what their role will be and how the critical friend system works within TfLN Tue, 30 Mar 2010 13:45:28 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224832 2010-03-30T13:45:28Z http://www.dspace.cam.ac.uk:80/handle/1810/224831 Title: 20 The Tools - 03 Self-Efficacy Questionnaires - TfLN Self-Efficacy Questionnaires: Engineering example (03 Engineering Self-Efficacy) Authors: TfLN-Transforming Perspectives project Abstract: The following is an example of a self-efficacy survey designed specifically for use within Engineering. Tue, 30 Mar 2010 13:45:23 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224831 2010-03-30T13:45:23Z http://www.dspace.cam.ac.uk:80/handle/1810/224830 Title: 20 The Tools - 03 Self-Efficacy Questionnaires - TfLN Self-Efficacy Questionnaires: Using Ostrakon (05 Using Ostrakon for Self-Efficacy Surveys) Authors: TfLN-Transforming Perspectives project Abstract: A guide to using Ostrakon to construct, administer and collate responses to a self-efficacy survey (Ostrakon is now defunct, but some of the principles may be useful) Tue, 30 Mar 2010 13:45:19 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224830 2010-03-30T13:45:19Z http://www.dspace.cam.ac.uk:80/handle/1810/224829 Title: 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Spreadsheet template (04 Blank PV Spreadsheet) Authors: TfLN-Transforming Perspectives project Abstract: A blank spreadsheet for data entry of P-V questionnaire data - complete with macros to enable analysis of the entered data. Tue, 30 Mar 2010 13:45:14 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224829 2010-03-30T13:45:14Z http://www.dspace.cam.ac.uk:80/handle/1810/224828 Title: 20 The Tools - 05 Supervisor Interviews - TfLN Supervisor interviews: Domain-specifics (02 Carrying out Domain-Specific Interviews) Authors: TfLN-Transforming Perspectives project Abstract: In addition to the semi-structured interviews held in CARET, interviews were also carried out with lecturers and supervisors in the Department of Plant Sciences by subject specialists. This document lists the questions asked and puts them into context. Tue, 30 Mar 2010 13:45:10 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224828 2010-03-30T13:45:10Z http://www.dspace.cam.ac.uk:80/handle/1810/224827 Title: 20 The Tools - 07 Threshold Concepts - Threshold Concepts: Student perspectives (Student Focus groups) Authors: TfLN-Transforming Perspectives project Abstract: Part of a toolkit used in the Transforming Perspectives project, looking at using 'threshold concepts' as a framework for identifying areas of conceptual difficulty in disciplinary curricula. This document gives an outline for running a focus group with students to discuss and elaborate on a specific threshold concept, drawing out the student perception of why a particular concept might be a TC, how to approach it and what 'getting it' might mean for them. It is also a useful process for assisting students to identify other threshold concepts. Tue, 30 Mar 2010 13:45:05 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224827 2010-03-30T13:45:05Z http://www.dspace.cam.ac.uk:80/handle/1810/224826 Title: 20 The Tools - 06 Video Procedures - TfLN Video Procedures: CHAT manual (CHAT full manual) Authors: Brian MacWhinney, Carnegie Mellon University Abstract: The manual describing how to transcribe video observation data for subsequent analysis, based on software used in The CHILDES Project Tue, 30 Mar 2010 13:45:00 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224826 2010-03-30T13:45:00Z http://www.dspace.cam.ac.uk:80/handle/1810/224825 Title: 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Data entry guide (03 Questionnaire Data Entry) Authors: TfLN-Transforming Perspectives project Abstract: A brief guide to how best to enter the returned survey data into Excel for analysis. Tue, 30 Mar 2010 13:44:56 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224825 2010-03-30T13:44:56Z http://www.dspace.cam.ac.uk:80/handle/1810/224824 Title: 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: What can Teachers do to help you learn? (Focus Group Week 2) Authors: TfLN (Patrick Carmichael) Abstract: Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - What can Teachers* do to help you learn? Tue, 30 Mar 2010 13:44:51 GMT http://www.dspace.cam.ac.uk:80/handle/1810/224824 2010-03-30T13:44:51Z