This document summarizes a workshop on demystifying the research process. The workshop covered various topics related to conducting research on teaching and learning, including reflective practice, action research, publishing research findings, and the academic writing process. Participants engaged in exercises to identify a research question related to their teaching and potential ways to collect evidence to address that question. The workshop aimed to provide tools and frameworks to help participants undertake the scholarship of teaching and learning.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Quantifying the Relation among Marks, Words and Time Duration in Descriptive ...Dilip Barad
‘How much am I supposed to write?’ must be one of the most frequent questions students ask themselves when faced with descriptive essay type handwritten answers in English literature examination.
Tom Benton [Cambridge Assessment, Research Division]: “I remember this question being asked by someone in the class nearly every time… Despite the ubiquity of the question, clear answers are hard to come by.”
Previous research has shown that the length of responses does have some association with achievement and also provided some norms around the possible writing speed.
Tom Benton’s study shows that –
“Nearly all responses of fewer than 200 words resulted in a grade U, suggesting that whilst very long answers are not necessary for a good mark, candidates must write enough to make sure that the examiner can recognize their knowledge at all.”
With this in mind it would be a good advice for all candidates, even those who are not expecting to achieve the highest grades, to ensure that they write at least a significant number of pages in response to an English Literature exam question allowing 30 minutes to write descriptive answer.
But exactly how long shall a student write?
How many words shall an answer consist of?
How many pages or lines shall be produced in writing descriptive answer?
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Quantifying the Relation among Marks, Words and Time Duration in Descriptive ...Dilip Barad
‘How much am I supposed to write?’ must be one of the most frequent questions students ask themselves when faced with descriptive essay type handwritten answers in English literature examination.
Tom Benton [Cambridge Assessment, Research Division]: “I remember this question being asked by someone in the class nearly every time… Despite the ubiquity of the question, clear answers are hard to come by.”
Previous research has shown that the length of responses does have some association with achievement and also provided some norms around the possible writing speed.
Tom Benton’s study shows that –
“Nearly all responses of fewer than 200 words resulted in a grade U, suggesting that whilst very long answers are not necessary for a good mark, candidates must write enough to make sure that the examiner can recognize their knowledge at all.”
With this in mind it would be a good advice for all candidates, even those who are not expecting to achieve the highest grades, to ensure that they write at least a significant number of pages in response to an English Literature exam question allowing 30 minutes to write descriptive answer.
But exactly how long shall a student write?
How many words shall an answer consist of?
How many pages or lines shall be produced in writing descriptive answer?
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Similar to Demystifying Teaching and Learning Research process (20)
Community-Engaged Learning (CEL) is a form of experiential learning that connects the university to the community for the mutually beneficial exchange of knowledge and resources. It is a high impact educational practice with clear benefits for student learning. It can enhance citizenship and promote more participatory, and democratic, approaches to knowledge production. CEL promotes the practice of working with diverse stakeholders and establishes the right conditions for addressing complex challenges such as the SDGs. In Ireland, we have been building a community of practice in CEL since 2014. Most recently this has taken the form of the national staff development initiative for teaching staff to create CEL advocates. In this workshop participants will identify potential community partners using a mapping technique, hear practice-based examples and be guided in the identification of opportunities to structure CEL in learning and teaching.
• Conor Anderson, Irish Universities Association
• Catherine O’Mahony and Angela Veale, University College Cork, Ireland
• Naomi Masheti, Cork Migrant Centre, Ireland
Digital tools are synonymous with contemporary education such that we are living in a post-digital world (Fawns, 2019). These tools can support education for sustainable development (ESD), but require acquisition of key skills, thoughtful design and consideration of how to traverse the digital divide to ensure an accessible, engaging, quality learning experience for all students. ESD requires an interdisciplinary perspective encompassing the global and multicultural context of sustainability challenges, and it emphasizes action-oriented pedagogies aligned with authentic assessment approaches. Blended learning provides opportunities for learning across disciplines, institutions and international boundaries, but necessitate careful navigation of structural issues such as the allocation of FTEs and administration of novel teaching approaches. Assessment design can be reconfigured towards creative, action-oriented outputs such as advocacy podcasts/vodcasts, analysis of open data sets etc. While barriers to assessment reform exist, accrediting bodies and employers increasingly emphasise the critical role of graduates in sustainability and climate change mitigation and adaptation.
This paper shares details of a digital toolkit and open course for Higher Education staff on Learning and Teaching with the SDGs. It considers the inhibitions identified by staff in relation to their own sustainability expertise (Guiry et al, 2022), showcases practice-based examples and considers the potential for ESD to be a path of mutual exploration and learning for staff and students in support of a sustainable future.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
This one hour workshop was focused on supporting postdoctoral researchers to consider how to professional their supervisory practice both for Undergraduate and Postgraduate students.
More from Centre for the Integration of Research, Teaching and Learning (CIRTL) in University College Cork (6)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Office of the Vice-President for Learning & Teaching
Centre for the
Integration of
Research, Teaching &
Learning
Centre for Digital
Education
Centre for
Adult Continuing
Education
Centre for Continuing
Professional
Development
Examination Appeals
Office
❖enact a strategic and coordinated approach to professional
development for all staff and students who support
learning
❖demonstrate leadership and innovation in advancing
teaching and learning scholarship
❖promote teaching and learning enhancement across the
University, nationally and in international spheres of
influence.
❖strengthen connections with current students in UCC,
CIRTL alumni, L&T committees and other relevant offices
and centres
Staff
Professional
Development
Learning
Spaces
Flexible
Learning
Quality
Enhancement
Community
engagement
through the
curriculum
Research
Based
Teaching &
Learning
CIRTL
Language Centre
5. Where do your teaching
ideas come from?
(respond orally)
EXERCISE
6. Collaborative non-
accredited (informal)
Unstructured non-
accredited (non-formal)
Structured non-accredited
(non-formal)
Accredited (formal)
Typology of Professional Development activities
→ Conversations with colleagues, peer networking,
peer observations, online blogs/discussion forums
→ Reading articles, following social media, self-
study, watching video tutorials, keeping a
reflective teaching journal/portfolio, preparing an
article for publication
→ Workshops, seminars, MOOCs, conferences,
summer schools, structured collaborative projects
→ Professional Certificate, Graduate Diploma,
Masters, PhD, EdD in: Teaching and Learning,
eLearning, Leadership in Education; Education Policy
National Forum, 2016
7. Reflective practice
“one’s ability to identify a problem or issue,
reflect or think about it, and make a decision
about a solution is a key ingredient to
becoming an excellent teacher”
Reynolds et al, 2004
Thinking, feeling, reflecting, and
acting on an experience
→what worked?
→what didn’t work?
→why am I feeling this way?
→what could I have done
differently?
Jeffs, 2015
8. Four interconnected
lenses necessary for work
on becoming reflective
practitioner
1. self-lens or
autobiography
2. the lens of students
3. the lens of peers
4. the lens of the
research literature.
Brookfield, 2005
9. Begins with a question about
some aspect of learning
Carry out literature review
and design an intervention
Trial intervention;
Systematically collect,
analyse & interpret data.
CHECKLIST
✓ Inquiry is focussed on student
learning,
✓ Systematic; Uses rigorous and
appropriate research methods,
✓ Results in information that is
shared and critiqued publicly,
✓ Grounded in context
✓ Conducted in partnership with
students
www.centerforengagedlearning.org/studying-engaged-
learning/what-is-sotl/
Felten, 2013
11. PUBLISH
Obtain feedback
through peer
review
Present
results
Reflect on and
discuss student
learning
Modify
pedagogy
Assess
pedagogy
Draw on and
contribute to
laboratory- and
classroom-
based research
KNOWLEDGE
ABOUT TEACHING
AND LEARNING
WHAT IS
SoTL?
The
SCHOLARSHIP
of TEACHING &
LEARNING
Spivey, 2016
12. What is your burning
question in relation to
your teaching
or student learning?
(5 minutes)
EXERCISE
13. WHAT WORKS?
Inquiry into the effectiveness
of teaching practices and
pedagogical approaches
Do students learn more when
they have to teach the content
to their peers than when they
only have to summarize it for
their own use?
Do students demonstrate more
mastery of content in a flipped
class than they do in a lecture-
only class?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
14. WHAT IS?
Descriptive inquiry about
students’ learning, prior
knowledge, problem
encountered in classroom, etc.
What prior writing knowledge
do my students bring to my
first-year writing course?
What characteristics do
literature classes, which require
pre-reading in preparation for
classroom discussions, share
with video-based flipped
classes?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
15. VISIONS OF
THE POSSIBLEInquiry focused on what might
be.
What would happen if I used a
Reacting to the Past game to
help students understand the
social-political context of
ancient Greece?
How might a systematic
reflection activity completed
when I return graded work
prompt students to apply the
feedback they receive to future
class assignments?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
16. NEW
CONCEPTUAL
FRAMEWORK
Models and frameworks that lead to
new inquiry questions.
What themes emerge from studies
on reflection that might help us
understand students’ development
of metacognitive awareness?
What might systematic analysis of
student bottlenecks tell us about
troublesome knowledge in the
discipline?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
20. What evidence could you
collect in response to
your burning question?
EXERCISE
21. Classroom Assessment Techniques
→ quick and easy formative evaluation
methods to check student understanding.
→ They provide information that can be used
to modify/ improve course content, adjust
teaching methods, and, ultimately improve
student learning.
Angelo and Cross, 1993
22. Review the 7 CATS listed in
Section 1: “Assessing Prior
Knowledge….”.
Which could you use to
respond to your burning
question?
EXERCISE
23. Research Ethics in Teaching & Learning
www.ucc.ie/en/cirtl/ethicsinlearningteachingresearch/
Fedoruk, 2017
25. Characteristics of a good paper
What does it say?
• New ideas
• Innovative examples
• Robust research findings /
evidence
• Application to a new area
• New models / frameworks
• Informative literature review
• Practical advice
How is it written?
• Coherent argument
• Awareness of the
context of the work
• Clear aims
• Well structured and
written
• Easy to understand
• Clear conclusion
Source: Based on Edinburgh Napier (2012)
26. Abstract structure
• Gives a clear summary of what study is about
• Includes brief rationale
• States aim – avoid several
• Gives details on sample/participants - number, sector
• Says where research took place and when
• Summarises method used
• Gives some specific findings
• Possibly includes limitations
• Gives implications/recommendations for policy/practice
27. What
reviewers
look for
• Clarity, coherence, well-written
• Thoroughness
• Research method
• Appropriateness to the journal
• A unique contribution
• Advancement of knowledge
• Importance of subject
• Generalisability and validity of results
• Timeliness
28. Ten most common reasons for editors
rejecting a manuscript
1. Author guidelines not followed
2. Not thorough
3. Bad writing: clarity and style
4. Subject of no interest to readers
5. Poor statistics, tables, figures
6. Old subject / manuscript
7. Unprofessional appearance
8. Title of manuscript
9. Too simple - ‘reporting’
10.Written at the wrong level
Source: Noble (1989)
29. Writing myths
• “Readiness” – I should write when I feel ready.. But you may
never reach that point.
• “Clarity” – I should wait until it is all clear in my head first.. But
this isn’t how writing works. Writing helps clarify your thinking
• “Time” – I need a whole day or week to write.. But may never
get that block of time.
‘Turbocharge your Writing’ (Kerns and Gardiner, 2011)
30. What can I write about?
Context/Background
• My research question is.. (50 words)
• Researchers who have looked at this subject are.. (50 words)
• They argue that.. (25 words)
– Smith argues that.. (25 words)
– Brown argues that.. (25 words)
• Debate centres on the issues of.. (25 words)
• There is still work to be done on.. (25 words)
• My research is closest to that of X in that.. (50 words)
• My contribution will be.. (50 words)
Source: (Rowena, 2009, p.211)
31. Writing tips
Snack writing – short regular writing sessions 1-2 hours a day for
postgraduate students or 45-90 minutes per day for researchers
But snack writing is not time for
–Editing – finding perfect word or fixing grammar
–Reading journal articles – write first and read afterwards
–Referencing – just make short note of reference and check it
later
–Formatting, literature searching etc
Writing means putting new words on the page or
substantially rewriting existing words.
‘Turbocharge your Writing’ (Kerns and Gardiner, 2011)
32. Writing process
• Think about audience
• Write to journal specifications i.e. length of article
• Plan and structure
• Brainstorm and Mindmap
• Think as you go (I don’t know what I think until I’ve written it)
• Draft and re-draft
• Use the same material in different ways
Source: Based on Brown (2012)
33. The publication process
1. Submit manuscript.
2. Review period takes 3-4 months.
3. Outcome:
–accept with no revisions;
–conditional acceptance, based on minor revisions;
–reject with a recommendation that the author consider a
rewrite and resubmission; and
–outright reject.
4. Editor sends a final decision letter along with the anonymous
reviewers’ comments to the author.
5. Edit/review.
6. Submit final draft.
Source: (Rocco, Hatcher, & Creswell, 2011, p. 22)
34. 1. Identify what currently shapes your approach to
teaching
2. Distinguish between Scholarly Teaching and the
Scholarship of Teaching and Learning
3. Indicate which of the four SoTL inquiry types
your question sits under.
4. Critique the usefulness of a chosen formative
evaluation technique in relation to your question.
5. Describe the academic publication process.
35. WORKSHOP FEEDBACK
1: one thing you
that really
resonated with you
2: one thing that is
still unclear (the
muddiest point)
36. CKB02: PG CERTIFICATE IN TEACHING & LEARNING (ONLINE)
Academic staff
Researchers
Clinical staff Centre Managers
Library staff
Central Admin
Research support staff
Number of registered participants in
accredited courses at CIRTL
0
20
40
60
80
100
120
140
160
180
PG Certificate PG Diploma Masters
Language teachers
70% of academic staff in
UCC have a Teaching &
Learning qualification.www.ucc.ie/en/ckb02/ www.ucc.ie/en/cirtl/
38. 38
REFERENCES
Angelo, T.A. and Cross, K.P. (1993) 50 Classroom Assessment Techniques. Available
at:https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf
Brookfield, S. (2005) Using the Lenses of Critically Reflective Teaching in the Community College Classroom.
New Directions for Community Colleges, 118, pp. 31-38. Available from
https://beedie.sfu.ca/assets/files/PDF/faculty-portal/Teaching@Beedie/Critically-Reflective-Teaching-2.pdf
Center for Engaged Learning (2012) Asking Inquiry Questions. Center for Engaged Learning, Elon University.
https://www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
Center for Engaged Learning (2012) What is SoTL? Center for Engaged Learning, Elon University.
www.centerforengagedlearning.org/studying-engaged-learning/what-is-sotl/.
CIRTL (2020) Scaffolding Learning. Learning Enhancement Short Guide #2.
https://www.ucc.ie/en/cirtl/resourcesforstaff/shortguides/shortguide2scaffoldinglearning/
CIRTL (2020) Ethics in Learning & Teaching Research. Available from
https://www.ucc.ie/en/cirtl/ethicsinlearningteachingresearch/
Fedoruk, L. (2017). Ethics in the scholarship of teaching and learning: Key principles and strategies for ethical
practice. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching
and Learning at the University of Calgary. www.ucalgary.ca/taylorinstitute/guides
Felten, P. (2013) Principles of Good Practice in SoTL. Source: Teaching & Learning Inquiry, 1, 1, pp. 121-125.
Hutchings, P. (2000) Introduction: Approaching the scholarship of teaching and learning. In Pat Hutchings
(Ed.), Opening lines (pp. 1-10). Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
39. 39
REFERENCES
Jeffs, C.L. (2015) Taking the time to reflect: Reflections on a reflective practice workshop. Available from:
http://connections.ucalgaryblogs.ca/2015/10/30/taking-the-time-to-reflect-reflections-on-a-reflective-practice-workshop
Kern, B., Mettetal, G., Dixson, M.D. and Morgan, R.K. (2015) The role of SoTL in the academy: Upon the 25th
anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship for Teaching and Learning, 15, 3,
pp. 1-14. Available from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/13623/25313
Kerns, H. and Gardiner, M. (2011) Turbocharge your writing today. Nature, 475, pp. 129-130. Available from
https://www.nature.com/articles/nj7354-129a
National Forum (2016) Typology of Professional Development activities. Available from
www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-
Teach-in-Higher-Education.pdf
Reynolds, C., Labissiere, Y., & Haack, P. (2004) Developing reflective practice in teaching assistants through
electronic portfolios. Journal of Faculty Development, 20, 37-44.
Schön, D. (1995) The new scholarship requires a new epistemology. Change, 27, 6, pp. 27-34. Available from
http://bonner.pbworks.com/w/file/fetch/110068087/Schon%20New%20Epistemology.pdf
Spivey, V.B. (2016) What is SoTL? Art History Resources. Available from
http://arthistoryteachingresources.org/2016/01/what-is-sotl/
Teaching and Learning (2020) Students as Partners & Action Research. University of Leiden. Available from
www.universiteitleiden.nl/en/dossiers/vision-on-teaching-and-learning/students-as-partners/stap-and-action-research