Imogen Bertin talks you through designing a Research Poster. The 6 minute version of a two-hour workshop...

1. So: who the ****’s this? Imogen Bertin blog website: www.ctc.ie

3. One-to-many propaganda is insufficient.

5. Why should you care about design? No-one’s going to read this because there’s too much text

6. How willposters be read? Across a room by people drinking coffee and talking With someone watching you read – uncomfortable! In detail in a post-conference publication On a digital signage system Online/onscreen

7. The American President exercise An old trick to teach summarising skills reduced each US Presidency to one sentence such as: “Abraham Lincoln wrote the constitution and freed the slaves”.

8. Good graphics get remembered Try to think of opportunities for graphics from the moment you start the research. Use your camera phone William Glaser: text-only = 10% retention With pictures, 30% retention

9. Limit the poster to 5 thoughts

10. Landscape or portrait?

11. What shape is your idea?

12. A typical landscape circle/cycle

13. A starburst of linked activities

14. Trad. scientific method 3-cols

15. A flowchart with detail

16. Readability and legibility Line length not to exceed a-z plus a-m in the typeface chosen Careful not to affect legibility with background colour or image Make your design choices consistent with your information hierarchy – people subconsciously weight information by its graphical context: sizes, colours, typefaces. NEVER more than three heading levels including the title.

17. Transmitted and reflected light Images of a reconstruction of one of Faraday’s early microscopy experiments with reflected and transmitted light.

18. White space is thinking space

19. Reduced… now re-use, recycle!

20. 24 pt body text; References can be 16 pt. Not more than three heading levels Capitals: If in doubt, leave it out. Copyright of graphics, clip art? Use model release forms when you photograph or video Minimum standards and boring bits

21. ‘The Game is Afoot!’: The Pedagogical Case of Teaching for Understanding, Sherlock Holmes and Scientific Problem-solving in Economics ByDaniel Blackshields, Department of Economics, University College, Cork d.blackshields@ucc.ie Chapter III: A Quest for a Solution: Performances of Understanding ‘ It is my business to know things. Perhaps I have trained myself to see what others overlook.’ Holmes, A Case of Identity The performance perspective of TfU directs students to engage in a variety of thought-provoking performances with a topic. It enables teachers to systematically develop a problem-solving programme that is student-performance focused. Sherlock Holmes is an exemplar detective using the scientific method. The problems that Holmes solves, like those encountered byeconomists, have a social ontology. Chapter IV: Mr Holmes’ Discourses ‘You know my method…’ Holmes, The Boscombe Valley Mystery Introductory Performance: The Economist as Detective Students perform as economic experts solving the economic problems of ‘Robin Hood’s org’. Students reflect on the nature of problem-solving as economic experts. It has always been my habit to hide none of my methods, either from my friend Watson or from anyone who might take an intelligent interest in them. Holmes,The Reigate Puzzle Guided Performance: Watching the Detective The process of problem-solving in a scientific manner is explored by engaging in a meta-analysis of the Holmes’ case ‘ The Adventure of the Six Napoleons’. In groups, students act as Dr Watson exploring the case and isolating the key elements and steps of the scientific process for social phenomena and the roles, values and dispositions of the scientific researcher. Culminating Performances: i) Reviewing ‘The Case of Robin Hood’ Students engage in ‘reflection on action’ questioning their own problem-solving process from the introductory performance in light of meta-level model developed in the guided performance. ii) ‘The Case of Creative Industries’ Students again perform as economic experts exploring diverse problems in a variety of creative industries. NAIRTL: International Perspectives on Teaching & Learning in Higher Education (9th-10th Nov, UCC) Chapter I: A Statement of the Case ‘It is a capital mistake to theorise before one has data’ Holmes, A Scandal in Bohemia The performance perspective of the TfU allows a teacher develop a ‘cognitive apprenticeship’ programme of expert problem- solving & apply the metaphor of Sherlock Holmes for the scientific exploration of economic problems. Chapter V: The Personal Reminiscences of Mr. Blackshields ‘It is the scientific use of imagination’ Holmes, The Hound of the Baskervilles Using TfU to develop my instructional programme has allowed me to: Consciously move to performance- based teaching. Appreciate the importance of understanding from the student perspective. Systematically encourage self- reflection & self- governance by Students. Bibliography: Blythe, T et al (1998) The TfU Guide. San Franciso: Josey-Bass VanSickle, R. (1992) Learning to Reason with Economics. Journal of Economic Education. Winter 56-63. List of Sherlock Holmes Cases http://www.sherlock- holmes.co.uk List of images: www.imaginaire. ca/Images2/Holmes -Image-Loupe.jpg www.artintheblood. com/scan/sherlock .jpg www.scottishillustra tors.com/.../sscott1. jpg Chapter II: A Pedagogical Puzzle ‘It is quite a three-pipe problem’ Holmes, The Red -Headed League Problem i: To teach students to reason effectively in Economics Problem ii: To facilitate the self-management of problem- solving. Problem iii: To develop an instructional programme that engages a diverse student body.

23. Informal quizzes

24. Interim Exam (30 marks)

26. Participation in group audit work

27. Completion of Glossary

29. Through the Audit Process Model students will:

30. Discover what risk means for an audit

31. Learn to define controls and to identify and test controls

32. Participate in the audit of a number of key areas on the Balance Sheet/ Income StatementThe teacher’s aim was to bridge the gap between auditing theory and auditing practice in designing both the materials and the method of delivery for this module. The TFU framework enabled her to do this. The key message of the poster is to outline the journey students will face in studying this Introductory Auditing module and the process is presented using the different elements of the TFU framework. On reflection while the learning and teaching activities were well planned they need to be further designed and refined to meet the needs of future students.

34. To support understanding and develop critical thinking;

35. To increase involvement in and ownership of learning;

36. To increase ability in reflection and thinking;

37. To enhance creativity and improve writing;

39. Reflectors who like to stand back and ponder experiences;

40. Theorists who adapt and integrate observations into sound theories;

41. Pragmatists who are keen to try out ideas, theories and techniques to see if they work in practise. (Barclay, 1996:29)A learning journal, which records and tracks personal development through regular reflection, is one method of incorporating all of the above four into students’ learning cycles. The Assignment Students are required to keep a regular record of their experience of reading the prescribed text, The Boy in the Striped Pyjamas, in a Learning Journal. It is recommended that entries are categorised under the headings outlined below: Events - This includes an account of key happenings in the students’ reading of the specified text. It also involves analysing their feelings/behaviour and the behaviour of any others involved in the situation. Reflections - This element focuses on the students’ learning and is in two sections: (a) Reflections in terms of their personal feelings about the event - whether they felt the experience was positive/negative; what issues were raised for them, etc. (b) Reflections in terms of links between theory and practice. This involves relating theoretical issues/debates and research covered in this course to the events they have recorded. Making links and connections with their own lives and those of other people, course modules, previous study, wider public debates, Government policies is an important part of this process. Action Plans - This is linked to the previous element and involves a discussion of how the students feel about the overall process of recording their learning journal. The process of situating the events dealt with in the prescribed text, both in a personal and theoretical context, can assist them with identifying what skills/abilities, learning needs and actions they need to pursue in the future (further research/reading, apply their learning to a particular project/programme, etc.) Broadening the Scope of the Learning Journal The teaching of human rights is critically important in the contemporary world, given both the widespread violations of rights throughout the planet and the advent of new rights challenges emerging from a host of sources including migration, climate change, the availability of water and food, and the depletion of hydro-carbon fossil fuels. While our approach attempts to address the learning processes within a formal university setting, we see its potential as ‘a vehicle for reflection’ (Moon 2006) in a diversity of educational contexts and cultures. References Barclay, Jean (1996), ‘Learning from experience with learning logs’, Journal of Management Development, 15: 6, pp.28-43. Moon, Jennifer A. (2004), ‘A handbook of reflective and experiential learning – Theory and Practice,’ RoutledgeFalmer, Oxon. Moon, Jennifer A. (2006), ‘A handbook for reflective practice and professional development’, RoutledgeFalmer, Oxon. Contact: Dr Séamus Ó Tuama [sotuama@ucc.ie] & Ms Lyndsey Power [l.power@ucc.ie], Department of Government, University College Cork.

42. Inter-Professional Teamwork in Medical Education: Diabetes Care as a Case Study Patrick Henn1,Rossana Salerno-Kennedy1, Siun O’Flynn,1 Jennifer Buckley2, Emily Howarth2, Margaret Humphreys2 1School of Medicine, University College Cork, Ireland; 2Cork University Hospital, Cork, Ireland Background Medical students are expected to work in an interdisciplinary team on graduation. Students in medicine, nursing and other health professions traditionally have little contact with one another in their undergraduate education and little planned collaborative learning experiences designed to promote such relationships. The literature shows that separate training encourages different health professional groups to maintain their independence and autonomy. Changes in patterns of health care delivery and the structure of the Health Service have impacted upon the development of the health professions and have prompted calls for collaboration between professions in health and social care. .1,2,3 Design A lecture on Diabetes Mellitus that included a patient perspective, followed by a joint presentation delivered within the classroom by members of the diabetes multidisciplinary team (a specialist dietician, podiatrist and clinical nurse), on team work and their role in the management of diabetes. Results:the following themes emerged: An insightful view of the role of the multidisciplinary team in the management of the person with diabetes Use of case based studies was very helpful Importance of team work in patient care Importance of communication between team members to deliver effective care Importance of evidence based medicine in patient care Suggestions by students to improve the session Include a patient with diabetes with the multidisciplinary team More hands on experience within the session More similar teaching and learning sessions Aim Explore the feasibility of introducing interdisciplinary education to second year medical students using Diabetes Mellitus as a chronic disease requiring inter-disciplinary management. Evaluate the benefits to students learning by using written free-form feedback. Conclusion The encounter with other professionals in the classroom acts as a powerful driving force for students to reflect on their professionalism and learn how to work in a team. References DeWitt C, Baldwin JR. Territoriality and power in the health professions. Journal of Interprofessional Care, October 2007; 21(S1): 97-107. Singleton JK, Green-Hernandez C. Interdisciplinary Education and Practice: Has Its Time Come? Journal of Nurse-Midwife. Vol. 43, no. January/February 1998. DeWitt C, Baldwin JR, Baldwin MA. Interdisciplinary education and health team training: A model for learning and service. Journal of Interprofessional Care, October 2007; 21(S1): 52-69.

44. Diaries / journals

45. Autobiographical Writing

46. Pictures

47. Collages

48. Performance

49. Videos

51. Research often lacks validity and generalisability, largely attributed to its context-specific method and lack of transferability.

53. Feedback into work practices

54. Life changing – as with anything autobiographical you often do not know what your story is until you write it

55. Not a traditional form of academic research

56. Learning from the personal experience of othersConclusions These findings clearly support the view that educators can benefit greatly from undertaking autoethnographical practices. Its systematic evaluative practices can be used to enhance the learning experience of both learner and teacher.