TMA01 Part 2 H818 for the OU.

1. B8729250 H818 – TMA01 – Part 2 Angela Phillips
The Project brief: The use of student generated webpages to improve revision
and ongoing Mathematical development.
A plan for preparation and initial research stage of the project (10%)
The initial stages of research will include:
• Research of similar projects;
• The pedagogy behind successful revision techniques from sources
such as Stafford (2014), Marszal (2013) and Thalheimer (2006);
• The successful use of technology to aid learning, in particular for
revision. The sources will include research from Saxena (2013),
TPACK and Koehler (n.d.) and Adu (2010);
• The use of Blogs, Wiki’s and other web-based programs to aid
learning. Research shall include Deng & Yuen (2009), Miyazoe and
Anderson (2009) and Peck and Dorricott (2014);
• The use of active learning to enhance retention, see figure 1
(Hosseini and Kamal, n.d.);
• The use of peer assessment and revision to improve learning
Bostock (n.d.), RMIT University (2008) and Thomas, Martin, and
Pleasants (2011); and,
• The implementation of the Technological Pedagogical Content
Knowledge (TPACK) model, which will include research from TPACK
and Koehler (n.d.).
The preparation for the project will include:
• Writing the revision project for the students, which will be shared
on the schools Learning Management System (LMS) taking into
account the initial research;
• Researching different types of programs that can be used by the
students;
• Writing assessment criteria, a rubric, so the students are aware
of the expectations of the project, prior to commencement;
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Figure 1
(Hosseini and Kamal, n.d.)

2. B8729250 H818 – TMA01 – Part 2 Angela Phillips
• Delivering the project within the classroom;
• Allowing time and support for the students to complete the
project;
• Allowing time for the students to peer assess the projects;
• Review of the impact of the project; and,
• Feedback and refinement of the project.
The topic and scope of investigation (10%)
The project: The use of Student generated webpages to improve
revision and ongoing Mathematical development.
Durklak (2011) implies that a pilot study should be conducted before the
project is rolled out. Using this advice it has been decided that a pilot Year 8
class within one school should be used as the pilot cohort. This will enable any
problems or issues to be rectified. It will also allow for the results of the project
to be analysed fully to show the impact of the project. This needs to be
completed before the project is published for a larger scale audience.
The group’s results from an end of Semester test will be compared to a
class that has not undertaken the project. The mean and standard
deviation of the scores will be compared, as well as the interquartile range and
spread of data.
The results will not be compared in isolation, but against the prior
Semester scores for both classes. This will ascertain if there has been a
marked improvement for the group involved in the study. This shall be
tested by analysis of Semester 1 scores for both classes, against the Semester 2
scores, which is when the project will be undertaken.
A description of at least four main sources of information you expect to
draw on (10%)
The main sources of information that will be drawn on for this project
will include:
1. The Technological Pedagogical Content Knowledge (TPACK) model,
which will researched to ensure the technology, pedagogy and
content are effectively implemented within the project. Some of
the sources that will be used include:
• TPACK and Koehler, (n.d.).
2. The use of technology to enhance learning. Some of the sources
that will be used include:
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3. B8729250 H818 – TMA01 – Part 2 Angela Phillips
• Deng & Yuen (2009) looked at how to increase student
reflection by using technology;
• Miyazoe and Anderson (2009) researched students views of
technology within education;
• Atherton (2013) which details research of Blooms Taxonomy.
• Hosseini and Kamal (n.d.) details the different technologies
that can be used in relation to Blooms Taxonomy, see figure 2;
and,
• Peck and Dorricott (2014) who look at how students can gain a
perspective from a variety of sources.
3. The pedagogy behind effective revision. Some of the sources that
will be used include:
• Stafford (2014) researched the different strategies to
remember information;
• Marszal (2013) which details the effectiveness of different
forms of revision; and,
• Thalheimer (2006) who details the different types of learning
for revision.
4. The impact of peer review and comments on improving teaching and
learning. Some of the sources that will be used include:
• Bostock (n.d.) who suggests “Student assessment of other
students' work, both formative and summative, has many
potential benefits to learning for the assessor and the
assessee. It encourages student autonomy and higher order
thinking skills.”
• RMIT University (2008) who investigate how to include peer
assessment in learning.
• Thomas, Martin and Pleasants (2011) who researched how peer
assessment can engage students within the assessment process
and help them make more sophisticated judgements about their
learning.
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4. B8729250 H818 – TMA01 – Part 2 Angela Phillips
A rationale for your selection of format (5%)
The project will be presented as a webpage. The web page will include all
initial research, the pedagogy behind the project, examples of students
work and the outcomes of the project. The page will include different
types of presentation. The different aspects of presentation will
include, text, images, links to other resources, video clips and audio. This
form of media has been chosen as it is an open resource that can easily
be shared. The link can be shared via Twitter and Facebook to
potentially reach a larger audience.
A description of any new skills that you expect to require (5%)
Making and editing video clips, which will describe what has been done
before, during and after the project. Publishing a website and aiming to
reach a wide and diverse audience.
An outline of any existing skills that you expect to draw on (5%)
Use of the schools LMS. Subject knowledge. Teaching pedagogy.
Any areas of uncertainty or risk (5%).
The use of open sources such as the internet with students under the
age of 18. The main concern is safe guarding the children, which will be
addressed in the brief of the project.
Word Count: 996
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Figure 2
(Hosseini and Kamal, n.d.)

5. B8729250 H818 – TMA01 – Part 2 Angela Phillips
References
Adu, P. (2010) What Are The Strategies To Employ For Implementing
Computer Based Technologies? [Online]
http://kontorphilip.wordpress.com/category/1/ [accessed 12 November 2014]
Atherton, J. S. (2013) Learning and Teaching; Bloom's taxonomy [Online]
http://www.learningandteaching.info/learning/bloomtax.htm [accessed 16
November 2014]
Bostock, S. (no date) Student Peer Assessment – The Higher Education
Academy [Online]
http://www.reading.ac.uk/web/FILES/engageinassessment/Student_peer_asse
ssment_-_Stephen_Bostock.pdf [accessed 16 November 2014]
Deng, L. & Yuen, A.H.K. (2009). Blogs in Higher Education: Implementation and
Issues. TechTrends: Linking Research and Practice to Improve Learning, 53(3),
95-98.
Durlak, J.A. (2011) The importance of implementation for research, practice,
and policy [Online] http://www.childtrends.org/wp-
content/uploads/2013/05/2011-34DurlakImportanceofImplementation.pdf
[accessed 12 November 2014]
Hosseini, Z. and Kamal, A. (no date) How to Design Effective Multimedia
Presentations [Online] http://7thsastech.khi.ac.ir/uploads/Papers/Com/26.pdf
[accessed 15 November 2014]
Marszal, A. (2013) Revision techniques: The secret to exam revision success
The Telegraph [Online]
http://www.telegraph.co.uk/education/educationadvice/9823789/Revision-
techniques-The-secret-to-exam-revision-success.html [accessed 12 November
2014]
Miyazoe, T. and Anderson, T. (2009) Learning outcomes and students’
perceptions of online writing: Simultaneous implementation of a forum, blog, and
wiki in an EFL blended learning setting [Online]
http://www.researchgate.net/publication/222416372_Learning_outcomes_and_
students'_perceptions_of_online_writing_Simultaneous_implementation_of_a_
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6. B8729250 H818 – TMA01 – Part 2 Angela Phillips
forum_blog_and_wiki_in_an_EFL_blended_learning_setting/links/004635255d
abec2b20000000 [accessed 12 November 2014]
Peck, K. L. and Dorricott, D. (1994) Volume 51, Number 7 Realizing the Promise
of Technology Pages 11-14 Why Use Technology? [Online]
http://www.ascd.org/publications/educational-
leadership/apr94/vol51/num07/Why-Use-Technology%C2%A2.aspx [accessed
11 November 2014]
RMIT University (2008) Peer and Self Assessment [Online]
http://mams.rmit.edu.au/71ra0k9io8yzz.pdf [accessed 16 November 2014]
Saxena, S. (2013) Using Technology in Education: Does It Improve Anything?
[Online] http://edtechreview.in/news/681-technology-in-education [accessed 11
November 2014]
Stafford (2014) Five secrets to revising that can improve your grades [Online]
http://www.theguardian.com/education/2014/jan/08/five-secrets-of-
successful-revising [accessed 8 November 2014]
TPACK and Koehler, M.J. (no date) TPACK Explained [Online] http://www.matt-
koehler.com/tpack/tpack-explained/ [accessed 8 November 2014]
Thalheimer, W. (2006, February). Spacing Learning Events Over Time [Online]
http://www.work-learning.com/catalog/ [accessed 12 November 2014]
Thomas, G.; Martin, D.; and Pleasants, K. (2011) Using self- and peer-assessment
to enhance students’ future-learning in higher education., Journal of University
Teaching & Learning Practice, 8(1), 2011. [Online]
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1112&context=jutlp [accessed
16 November 2014]
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7. B8729250 H818 – TMA01 – Part 2 Angela Phillips
forum_blog_and_wiki_in_an_EFL_blended_learning_setting/links/004635255d
abec2b20000000 [accessed 12 November 2014]
Peck, K. L. and Dorricott, D. (1994) Volume 51, Number 7 Realizing the Promise
of Technology Pages 11-14 Why Use Technology? [Online]
http://www.ascd.org/publications/educational-
leadership/apr94/vol51/num07/Why-Use-Technology%C2%A2.aspx [accessed
11 November 2014]
RMIT University (2008) Peer and Self Assessment [Online]
http://mams.rmit.edu.au/71ra0k9io8yzz.pdf [accessed 16 November 2014]
Saxena, S. (2013) Using Technology in Education: Does It Improve Anything?
[Online] http://edtechreview.in/news/681-technology-in-education [accessed 11
November 2014]
Stafford (2014) Five secrets to revising that can improve your grades [Online]
http://www.theguardian.com/education/2014/jan/08/five-secrets-of-
successful-revising [accessed 8 November 2014]
TPACK and Koehler, M.J. (no date) TPACK Explained [Online] http://www.matt-
koehler.com/tpack/tpack-explained/ [accessed 8 November 2014]
Thalheimer, W. (2006, February). Spacing Learning Events Over Time [Online]
http://www.work-learning.com/catalog/ [accessed 12 November 2014]
Thomas, G.; Martin, D.; and Pleasants, K. (2011) Using self- and peer-assessment
to enhance students’ future-learning in higher education., Journal of University
Teaching & Learning Practice, 8(1), 2011. [Online]
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1112&context=jutlp [accessed
16 November 2014]
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