More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (15)
Similar to Flowering to feedback 2016 uclan
Similar to Flowering to feedback 2016 uclan (20)
Recently uploaded
Recently uploaded (20)
Flowering to feedback 2016 uclan
- 1. Peter Lumsden UCLan From flowering in Japan to feedback in Preston – some reflections on my quantitative and qualitative research work” #lumsdenlecture Mistakes made, lessons learned
- 2. Content History / philosophy of science First mistake, first publication Flowering / photoperiodism / paradigms / experiments / community Uclan pedagogy / perceptions / paradigm – developing University as community – lessons from research
- 4. Content History / philosophy of science First mistake, first publication
- 5. BSc Applied Biology Hussey, G., Hilton, J. & Lumsden, P. 1980 In vitro propagation of Alstroemeria. Ann. Rep. John Innes Institute 1979, 56 Mistake / lesson learned Always think ‘What is the control’
- 6. Mistakes made?? Tweet to #lumsdenlecture A1 a mistake I have made in the course of my research
- 7. Content History / philosophy of science First mistake, first publication Flowering / photoperiodism / paradigms / elements / experiments / King and Heide
- 9. Control of flowering History
- 10. Lighting to control development in commercial species
- 11. Photoperiodism Light detecting system Timing system
- 13. Features Temperature compensated Continue under constant conditions Frequency is about 24h; daily L/D entrain to exactly 24h Phase shifted by light
- 15. Are there two actions of light (external coincidence), or just one (internal coincidence)? control Phase delay Phase advance Short light interruptions of long dark period Seedlings given 24h light, then either: a. 48 h dark, or b. Different durations of R at the 6th h, or c. Different durations of R at the 8th h Batches (12) from each treatment then given 10min R interruptions over rest of the dark period Flowersperplant
- 16. 0 1 2 3 4 5 6 0 6 20 60 200600 Dose response curve, level of flowering Duration of red, sec Flowersperplant -6 -4 -2 0 2 4 6 8 0 6 20 60 200 600 Dose response curve, phase shift of rhythm 6h 8h Phaseshift,h Responses to duration of red light given at 6th ( ) or 8th ( ) h of darkness
- 17. Evidence for Two Actions of Light in the Photoperiodic Induction of Flowering inPharbitis nil Lumsden, P.J. and Furuya, M. 1986 Plant Cell Physiology 27:1541-1551
- 18. Lessons learned – science research Control the variables Devise a model Physiology is important to establish the parameters for genetic control Scientific curiosity is universal Science is competitive: King and Heide discussion Public understanding As career option
- 19. Content History / philosophy of science First mistake, first publication Flowering / photoperiodism / paradigms / elements / experiments / King and Heide Uclan pedagogy / perceptions / paradigm – developing
- 20. Pedagogy Action research Focus groups Semi-structured interviews questionnaires Content analysis Case studies Grounded theory
- 21. Projects Feedback PDP Reflective writing
- 22. Feedback Open University FAST project Paul Joyce Student perceptions of feedback in science and technology Proceedings of Science L and T conference 2009
- 23. Feedback Group Number of students Quantity and Timing (Section 2) Quality of Feedback (Section 3) Use made of Feedback (Section 4) A 15 2.98 2.75 2.80 B 95 2.53 2.67 2.84 C 59 2.33 2.38 2.79 D 32 2.42 2.65 2.91 E 12 3.09 2.92 3.00 Different schools, A – E Response scored 1 – 4, 4 being most positive Possible size effect for 2 and 3, confirmed by further stats, but not 4
- 24. Student perceptions of feedback in science and technology I would learn more if I received more feedback Igetplentyoffeedback
- 25. Perceptions of PDP NTFS NARN project James Davy From cats to roller-coasters: creative use of posters to explore students' perceptions of PDP JLDHE, 2010
- 30. Reflective writing Careers module Kath Houston
- 31. Link to module learning outcomes 3. Carry out critical reflection on your own professional progress and plan for future professional development over the long, medium and short term. 4. Actively contribute to a community of practice 5. Demonstrate engagement with professional ethics and values espoused by the University and Professional Bodies, regarding inter-alia inclusivity, quality assurance and enhancement
- 32. Lessons learned Good at collaboration Crucial importance of functioning communities of practice Responsibility as supervisor Not very good at writing up for publication!
- 33. Lessons learned?? Tweet to #lumsdenlecture A2 one lesson I have learned through my research career
- 34. Content History / philosophy of science First mistake, first publication Flowering / photoperiodism / paradigms / elements / experiments / King and Heide Uclan pedagogy / perceptions of a.b.c. / paradigm – developing University as community….lessons from research
- 35. Principles for the Curriculum The Constructive Alignment Triangle Learning Outcomes Assessment Learning Experience Delivery
- 36. The University a place for the communication and circulation of thought, by means of personal intercourse, through a wide extent of country (Newman, 1854)
Editor's Notes
- Aristotle: validating a priori assumptions and definitions. Cataloguing. Very little experimentation. One might say a deductive approach, in which one starts with a conclusion or explanation, and provides evidence to support that. Bacon: inductive; pneumonia, frozen meat; he thought that you could investigate without a framework. Empiricism, advance from metaphysical / dualism. However, the weakness here is that associated with a lack of predictive power. Incidentally Bacon is a useful ally in the relatively recent ‘conflict’ between science and religion. Two books. Other philosophies of science have arisen, such as positivism. This is more concerned at being able to precisely define the end point of an area of inquiry, in formal terms, than in the process gone through to reach that point Kuhn: paradigm-shift. Can be that you start with a recognised framework; OR, sometimes need to change the paradigm. Pre-paradigm= random collection of data. A paradigm is an achievement that defines practice for a community of researchers. The normal science ensures, filling in the details. And this can be obsessively intense and detailed. Such that even scientists from closely related disciplines may not understand. This has been my experience at many conferences. And I have been conscious of avoiding that in this lecture. Which was not, by the way, intended to be on the philosophy of science, but one of my lessons learned is that history is a good companion in any intellectual venture. Anomalies. Revolutionary science Paradigm shifts – quantum mechanics rather than Newtonian; evolution as a mechanism for development of life forms; molecular genetics as the fundamental operational system. Kuhn is also right in pointing out that science is not carried out as a pure pursuit, devoid of human influence.
- Placement, forgot control. First publication – need to add!
- i.e. variation in willingness to begin using Google+ and then, difference in the way in which it is used. I envisage 25% might continue to be active users
- To GCRI with a PhD in the area I had done my u’grad project on, 20 years or so down this path, which included a fascinating three years in Japan at NIBB – HAPI coat
- Pic of Maryland mammoth, then sheds. History. Garner and Allard. Tobacco. Maryland Mammoth grew and grew, but could not be made to flower, other than taking rootstocks. When put into greenhouse, flowered in winter. Could not work out what was the causative agent. Temperature? Gas? At last, they tried, almost in desperation, the length of the day. Sheds. Creation of a paradigm, that the length of day controlled development and behaviour. Soon realised that there were long day plants, like barley, rice, and the model plant Arabidopsis What emerged then was that some plants are short day, and flower as days shorten towards autumn (soybean, tobacco, Morning glory), while others are long day plants, flowering as days lengthen through spring (barley, rice, Arabidopsis). and potential for genetic control, e.g. if timing could be altered, responding more quickly to changing daylength
- Commercial application, for SDP, needs long dark to flower, so in summer, cover with blackouts. And, in winter, to AVOID flowering, interrupt the dark period, creating a short night.
- Phenomenon known as photoperiodism. ‘The control of development by the length of light or dark, which allows an organism to make seasonal adjustments in behaviour or development’. Requires timer and photoreceptor. Experiments such as these by Borthwick and Hendricks in the 1950s led to elucidation, and drawing on earlier work of Bunning who in 1936 had postulated that the mechanism which gave the rhythmic movement of leaves also controlled flowering response.
- Phytochrome. Controls morphogenesis; detects light and controls seed germination , seedling emergence, and responses to shade. Protein, about 120Kd in size, with a light-receiving ring near one end. Absorbtion of light in one form converts it to the other form. Alternating R and FR light switch it back and forth These properties allowed the protein to be purified; this was also part of my work in Japan, where we raised antibodies against the molecule, and these were then used as part of the purification. Phytochrome was purified, and intensively analysed.
- Rhythms are ubiquitous; gene expression; sleep/ wake; pain sensitivity (dentist); excretion. Darkened room. Plans too: leaf movement; opening of stomata; gene expression. Crucial features…. BUNNING - insight Accumulation of evidence has pointed to a circadian rhythm being the basis of time measurement.
- In Kuhn’s terms, I then undertook ‘normal’ science; building up the detailed picture. Publishing, presenting at conference, securing grant money.
- External coincidence How do you show that? Analytical approach, to try and separate out the variables. I figured that if there are separate actions, then you might be able to separate them using a spatial and temporal interaction. In other words, if the sensitivity changes with time, then from WHAT WE KNOW – building on existing knowledge. Draw on board….
- External coincidence How do you show that? Analytical approach, to try and separate out the variables. I figured that if there are separate actions, then you might be able to separate them using a spatial and temporal interaction. In other words, if the sensitivity changes with time, then from WHAT WE KNOW – building on existing knowledge. Draw on board….
- ?? Action spectra?? So, we showed that there are two actions of light that can be separated. Supports the external coincidence model. We also knew that there were differing responses to light, independent of timing. Both FR and R seemed to be inhibitory. Could they both involve phytcohrome? Seems counter intuitive; removing Pfr and producing Pfr are inhibitory? Careful design whereby we shone light of different wavelenths of light of different fluences (strengths) at beginning and middle of dark. Calculated what the intensity was to give a 50% reduction in flowering. The reciprocal of that against wavelength produces a fl;uence response curve. At 0 = Pfr, and at
- Discussion with King and Heide – critical! But, no semidian in literature – no new paradigm Danger of distancing from public – Cut off in those who ‘make it’; yet often treated as cannon fodder. Supervisor needs papers! Is this the best environment for objective truth finding? Peer review not perfect, but best there is
- Early 2000s took up role of TLC. Here I entered a new field. Or after Kuhn, engaged in a different paradigm. New methodologies, such as questionnaires, focus groups, textual analysis. The boundary between observer (researcher) and subject matter was more blurred; interpretations of – in these examples student perceptions – could easily be influenced by my own experiences of the very subject matter that I was now exploring.
- Paul Joyce as research assistant. I’d been toying around with feedback, trying to do some analysis of types of assessment, trying to instigate change in practice within my department (EM). It was really when I moved into the LDU that I was able to do something more structured. This was around an HEA project, FAST formative assessment in science teaching The data was analysed using a mixture of qualitative and quantitative techniques, including the statistical software SPSS and the qualitative data analysis programme NVivo, to generate a deeper understanding of the use and perception of feedback. What Paul did was to analyse……this combination of
- The data was analysed using a mixture of qualitative and quantitative techniques, including the statistical software SPSS and the qualitative data analysis programme NVivo, to generate a deeper understanding of the use and perception of feedback.
- All responses for different schools combined. Plotted score for satisfaction with amount against ‘would learn more if I got more’. On the face of it, those in the left part (B) seem to be satisfied, so we might assume that those in grouping A are winging. However, it is these who have given extra comments, in some detail, i.e. it is these who are actually MORE engaged in the learning process. Possibly more motivated? In addition, there were themes that emerged from the comments, and their frequency differed in the particulars of e.g. amount, vague, consistency showing evidence for differences – positive and negative – between schools. Data like this could be put to good use when reviewing T and L
- Interesting story to this piece of work. Began with me doing workshops for first year students on the topic of PDP (2007 I think). For some reason, I got them to use flip chart paper to visualise. Then NARN (National Action Research Network – Researching and Evaluating PDP and e-Portfolios) project it seemed an opportunity to extend this approach to other courses, and then to see if these visual images proved effective in engaging staff in discussion and thinking about their practice. Aside from using the material as an aid for staff development, we were interested to see how students’ perceptions evolved over time. We therefore revisited the same cohorts of students in their second year, repeating the activity. Posters, questionnaire, content analysis. INDUCTIVE. CONFIDENCE
- Biosciences Y2
- Biosciences Y2 More sophisticated, more aware
- Building service 1st
- This work has shown that while student understanding of PDP in a strictly formal sense may be limited, there is clear evidence of a deepening of their engagement in various aspects of personal development as they progress from first to second year. The content of their posters showed a greater maturity in year two: the representations were less reliant on the PDP framework given to them and there was more evidence of activities, such as reflection and action planning, which contribute to the process of PDP rather than just the context. The ranking of categories also supports this. Words and phrases in the ‘personal’ and ‘academic’ categories were less prevalent in the year two posters, while those in the ‘action planning’ and ‘reflection’ categories were more prevalent than in the year one posters. Savory (2007), commenting on the findings reported by Clegg (2006), reached a similar conclusion – while first year students were concerned with practical study issues, third year students were engaged with reflection on skills and approaches to learning. Reassuringly this is also in line with the perspective of employers: 'most employers put strongest emphasis on the process of PDP rather than the documented outcomes' (Edwards, 2005).
- The blog as an assignment extends over two modules; in the first module this is housed on blackboard, in the second, Google+ is used. Reasons for this: a. a new type of platform to try out; b. more attractive than blackboard; c. indefinite – potential to incrementally enlarge a learning community
- i.e. variation in willingness to begin using Google+ and then, difference in the way in which it is used. I envisage 25% might continue to be active users
- All fields assemble a body of knowledge. Indeed, the definition of a PhD is making an original contribution to a body of knowledge. We need to be engaging students in the research enterprise from first year, not waiting til their final year dissertation / project. Universities as centres of learning, should transpose this idea of a body of knowledge to their own workings. All too often – and I have been here long enough to see this happen – that body of knowledge around the academic or intellectual function is not valued or cared for. As a result, mistakes are repeated, initiatives are repeated. All too rarely do we build on the achievements in the way that the wider research community does. Lots of work around learning and teaching has been carried out, yet has not been made use of by the institution. Apart from mine, Lorraine Dacre-Pool’s CAREER ERGC model from 2007 is still not widely recognised, let alone used – it is elsewhere! Science in ‘normal’ mode can risk becoming separated out from society, and recent years have seen attempts to avoid that – public communication of science etc. So too perhaps a common language and a sharing in the pedagogy of teaching and learning is needed. One reason I am so passionate about maintaining a community of practice for those who have undertaken the PGCert. They will not be surprised to see my next slide! A discipline has a community. It may be cut and thrust at times, but the subject develops, through empirical exploration and occasionally through paradigm shifts. The wider community of the University though seems to be subject to human frailties; MMcV said that the academic function should be at the heart of the University. I did not see eye to M on much, but on that, I think he was absolutely correct. In this there should be a common purpose and process for all the different parts of a University QUOTE Newman!! I often refer to the quality tail wagging the academic dog. There should be no dog and no tail. The University needs to function and operate as a community, and a scholarly community at that, and I think the new VC recognises. The academic function is not a commodity, it is core to what a University is (Newman). However, the responsibility lies with ALL, both academic and non-academic; maybe it is time for that boundary to be dismantled.
- Pedagogy Constructive alignment writ large. Experiential, peer- assisted, assessment FOR learning, formative feedback, self-evaluation