You don't want to do it like THIS
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This talk "You don't want to do it like this, you want to do it like that: seven lessons about PedR methodology (that I learnt the hard way)" was given at the East Midlands CETL network meeting on the ABC of Pedagogy in January 2007. It has recently been added to SlideShare because (a) this is a better format than the site where it was available before and (b) that site has gone offline!
![“ You don’t want to do it like this, you want to do it like that”* * With apologies to Harry Enfield 7 lessons about PedR methodology (that I learnt the hard way) Chris Willmott Department of Biochemistry University of Leicester [email_address] www.tvradiobits.co.uk ABC of Pedagogy - EMCETL Workshop](https://image.slidesharecdn.com/emcetl07-100114033605-phpapp02/85/you-dont-want-to-do-it-like-this-1-320.jpg)
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You don't want to do it like THIS
- 1. “ You don’t want to do it like this, you want to do it like that”* * With apologies to Harry Enfield 7 lessons about PedR methodology (that I learnt the hard way) Chris Willmott Department of Biochemistry University of Leicester [email_address] www.tvradiobits.co.uk ABC of Pedagogy - EMCETL Workshop
- 4. 7 Lessons in design 1. Beware having a bit on the side Temptation to try and do too many things at one time, end up doing none of them well Have one clear goal and stick to it
- 5. 7 Lessons in design 2. Pitch the questions at the right level If the participants are scoring too high in the a priori test you don’t leave yourself much room to examine value added
- 6. 7 Lessons in design 3. Avoid traditional 4-question MCQs MCQs are appealing because they are easy to mark, but there’s a 1-in-4 chance of guessing right and you can’t tell why the student picked the answer that they did (Partial) solutions - MCQs with more options? - Open questions?
- 7. 7 Lessons in design 4. Paper-based research results in a need to do a lot of data entry Statistical significance needs big cohorts, but big cohorts generate a large amount of data (Partial) solutions - electronic surveys? (but compliance?) - pay a data-entering service? www.niaid.nih.gov/ncn/grants/write/write_p1.htm
- 8. 7 Lessons in design 5. Don’t promise anonymity if it would be helpful to know who’s who
- 9. 7 Lessons in design 5. Don’t promise anonymity if it would be helpful to know who’s who Leave open option for targeted interviews (e.g. with those who improved most/least) Use a semi-anonymous method (e.g. DoB, username, student number), but stress the research is unrelated to course assessment bbs.keyhole.com/ubb/z0302a1700/anonymous.jpg
- 10. 7 Lessons in design 6. Are your statistics up to it? There’s no point generating huge quantities of potential gold if you don’t know where to dig (Partial) solutions - Employ someone that can - Brush up on your stats www.sarkisian.net
- 11. 7 Lessons in design 7. Are you comparing like with like? If you are making comparisons between two groups, have the cohorts been tested (to the best of your abilities) under identical circumstances? www.picture-newsletter.com/vegetables/index.htm
- 12. Summary 1. Beware having a bit on the side 2. Pitch the questions at the right level 3. Avoid traditional 4-question MCQs 4. Paper-based research results in a need to do a lot of data entry 5. Don’t promise anonymity if it would be helpful to know who’s who 6. Are your statistics up to it? 7. Are you comparing like with like? [email_address]