CARET - Teaching for Learning Network
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Item Open Access Using evidence informed approval to create online learning resources(2007-06-14) Tracy, Frances; Jordan, Katy; Johnstone, Keith; Carmichael, Patrick; Jordan, Katy [0000-0003-0910-0078]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.Item Open Access 20 The Tools - 01 About the Tools - TfLN Tools Rationale: Video Analysis (Video Analysis)(2010-03-30T13:46:15Z) TfLN-Transforming Perspectives projectRationale behind the use of video techniques used in supervisions as part of the research effort of the TfLNItem Open Access 20 The Tools - 06 Video Procedures - TfLN Video Procedures: Analysis (Guidance for analysing supervision videos)(2010-03-30T13:46:10Z) TfLN-Transforming Perspectives project; Fox, AlisonThis guide to recording and analysing supervisions has been prepared summarising the methods used to capture and analyse records of supervisions.Item Open Access 10 Code of Practice - - TfLN Code of Practice: Publication, Communication and Impact Strategy (05 Publication, Communication and Impact Strategy)(2010-03-30T13:46:06Z) TfLN Project (Naomi Irvine)This strategy dopcument provides the principles or ground rules for the way we generate outputs, engage with participants and communicate with different audiencesItem Open Access 20 The Tools - 07 Threshold Concepts - Threshold Concepts: Comparing perspectives (Comparing teacher and student perspectives)(2010-03-30T13:46:01Z) TfLN-Transforming Perspectives projectPart 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.Item Open Access 20 The Tools - 01 About the Tools - TfLN Tools Rationale: PV Gap Questionnaire (PV Gap Questionnaire)(2010-03-30T13:45:56Z) TfLN-Transforming Perspectives projectRationale 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.Item Open Access 30 Recent Research Outputs - - Developing a Research Community in Higher Education as ‘Co-Configuration’ (EARLI 2007: TfLN as a Co-Configuration Network)(2010-03-30T13:45:51Z) Irvine, N.; Carmichael, P.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.Item Open Access 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: Feedback and Assessment (Focus Group Week 3)(2010-03-30T13:45:46Z) TfLN (Patrick Carmichael)Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - Feedback and AssessmentItem Open Access 10 Code of Practice - - TfLN Code of Practice: Expectations (01 Expectations)(2010-03-30T13:45:42Z) TfLN Project (Naomi Irvine)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.Item Open Access 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: Learning in Different Settings (Focus Group Week 1)(2010-03-30T13:45:37Z) TfLN (Patrick Carmichael)Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - Learning in Different SettingsItem Open Access 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Rationale (01 Dual Scale Questionnaires Rationale)(2010-03-30T13:45:33Z) TfLN-Transforming Perspectives projectExplanation 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.Item Open Access 10 Code of Practice - - TfLN Code of Practice: The CARET Critical Friend (02 The CARET Critical Friend)(2010-03-30T13:45:28Z) TfLN Project (Naomi Irvine)Explanation and description of what a critical friend is, what their role will be and how the critical friend system works within TfLNItem Open Access 20 The Tools - 03 Self-Efficacy Questionnaires - TfLN Self-Efficacy Questionnaires: Engineering example (03 Engineering Self-Efficacy)(2010-03-30T13:45:23Z) TfLN-Transforming Perspectives projectThe following is an example of a self-efficacy survey designed specifically for use within Engineering.Item Open Access 20 The Tools - 03 Self-Efficacy Questionnaires - TfLN Self-Efficacy Questionnaires: Using Ostrakon (05 Using Ostrakon for Self-Efficacy Surveys)(2010-03-30T13:45:19Z) TfLN-Transforming Perspectives projectA 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)Item Open Access 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Spreadsheet template (04 Blank PV Spreadsheet)(2010-03-30T13:45:14Z) TfLN-Transforming Perspectives projectA blank spreadsheet for data entry of P-V questionnaire data - complete with macros to enable analysis of the entered data.Item Open Access 20 The Tools - 05 Supervisor Interviews - TfLN Supervisor interviews: Domain-specifics (02 Carrying out Domain-Specific Interviews)(2010-03-30T13:45:10Z) TfLN-Transforming Perspectives projectIn 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.Item Open Access 20 The Tools - 07 Threshold Concepts - Threshold Concepts: Student perspectives (Student Focus groups)(2010-03-30T13:45:05Z) TfLN-Transforming Perspectives projectPart 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.Item Open Access 20 The Tools - 06 Video Procedures - TfLN Video Procedures: CHAT manual (CHAT full manual)(2010-03-30T13:45:00Z) Brian MacWhinney, Carnegie Mellon UniversityThe manual describing how to transcribe video observation data for subsequent analysis, based on software used in The CHILDES ProjectItem Open Access 20 The Tools - 02 Practice-Value Gap Questionnaires - TfLN Practive-Value Questionnaires: Data entry guide (03 Questionnaire Data Entry)(2010-03-30T13:44:56Z) TfLN-Transforming Perspectives projectA brief guide to how best to enter the returned survey data into Excel for analysis.Item Open Access 20 The Tools - 04 Focus Groups - TfLN Student Study Skills: What can Teachers do to help you learn? (Focus Group Week 2)(2010-03-30T13:44:51Z) TfLN (Patrick Carmichael)Presentation used with students as part of a four-week 'learning skills' course (in Plant Sciences) - What can Teachers* do to help you learn?
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