...continued from part 1
The Funnel of Influence from The Context
We know that there are many different influences affecting a Context. For example, if we think ‘big picture’ we can recognise the effects of Culture, Politics, Global Shifts, Economics, Media, Law and ...continue reading "The Funnels of Influence (Part 2)"
This article is a short informal summary of an extensive literature review undertaken as part of a recently published EdD thesis. Aubrey-Smith, F., (2020) An exploration of the relationship between teachers’ pedagogical stance and the use of ICT in their classroom practice. EdD Thesis. The Open University.
As teachers, what we say, what we intend to do, what we live out through our actions, and what we implicitly believe, are often subtly different (Tannen, 2015). Each of these are a result of many different influences. ...continue reading "The Funnels of Influence (Part 1)"
In a previous post I set out five models of provision spanning face to face to fully online (and well designed) courses. That failed to fully capture at least one 'blended' model. I have reconceptualised the models - resulting in this new 'framework'. ...continue reading "Models of provision v2"
In previous posts I have talked about the characteristics of effective CPD and have argued that practitioner research is the best form of CPD. In this post I extend the argument to suggest that schools need to become research invested. ...continue reading "Teachers as researchers"
Bob Harrison responds to official comments (in England) about 'remote learning'
As I judged the entries for the Learning Reimagined Awards – which celebrate the most inspirational uses of technology for learning around the world – I could not help reflect on how incredibly quaint and outdated these innovations make the Department for Education’s (DfE's) remote education efforts look. ...continue reading "Online learning – there is nothing remote about it"
I have to admit that I’m not a fan of rubrics – preferring non-standardised forms of assessment – and perhaps because most of the rubrics I have come across have been pretty terrible. So I thought I’d have a go at developing a better one. ...continue reading "The halfbaked academic rubric"
By Dennis Sherwood
We all know that old cliché 'Necessity is the mother of invention', and events over the past nine months have validated its truth: that wretched virus has caused many new things to happen, from enhanced remote teaching at all educational levels to the ever-closer development of a vaccine.
Why has there been such an outburst of the discovery of new ideas, of creativity? ...continue reading "Thinking differently about creativity"
There seems to be a widespread belief that you need an ATAR to get into an Australian university. Indeed, based on their research with students and teachers, O’Shea & Groves (2020) identified that ...continue reading "Do you need an ATAR to get into Uni?"
We know that summative assessment drives practice in schools. We also know that current forms of summative assessment inhibit both curriculum and pedagogical innovation because of their focus on 'knowledge' (as viewed in a knowledge based curriculum). The challenge is to find new forms of summative assessment which satisfy the criteria against which they will be judged. Those criteria should include: ...continue reading "Characteristics of effective summative assessment"
I am talking about theory in the sense of a framework for making sense of the world, what Abend (2008) calls 'Theory5' - so the title of this blog post perhaps should have been 'How might your theoretical framework inform your research?'. We know that there needs to be alignment between your theoretical stance and your methodology, design, methods and instruments, analysis, and outcomes (the claims made) (Twining et al, 2017; Twining, 2018). But what does that look like in practice? I'm going to illustrate this ...continue reading "How might theory inform your research?"