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APEC reading list

by
Stephen W. Draper,   Department of Psychology,   University of Glasgow.

I suggest a priority for each reference, where 1 is a core reading, and 5 is a reference to show you the source of an idea, but there is little added value in reading it from the viewpoint of the course. So, for example, "[1: lectures 16-18]" means priority 1 (a core reading), relevant to the material of lectures 16 to 18.

HCI

Carroll J.M. (1990) The Nurnberg funnel: designing minimalist instruction for practical computer skill (Cambridge, Mass.: MIT press). [1: lectures 6-8]

Carroll J.M. (1998) (ed.) Minimalism beyond the Nurnberg funnel (MIT Press: Cambridge, Mass.) [3: lectures 6-8]

Norman D.A. & Draper,S.W. (1986) (eds.) User Centered System Design (Erlbaum: London). [3: lectures 1-2]

Norman D.A. (1988) The psychology of everyday things (Basic books: New York) [now The design of everyday things] [2: lectures 1-2]

Education

Baxter (2007) look for case study on this web site: www.reap.ac.uk

Belenky,M.F., Clinchy,B.M., Goldberger,N.R. & Tarule,J.M. (1986) Women's ways of knowing: The development of self, voice, and mind (Basic Books: New York) [Lib: Sociology H205 BEL3 ] [Priority 5 for the course, but 1 for your own ideas. Some relevance to taking Perry further (lecture 2), but an inspiring book for its own sake.]

Bereiter,C. & Scardamalia,M. "Intentional learning as a goal of instruction" ch.12 pp.361-392 in L.Resnick (ed.) (1989) Knowing, learning, and instruction: Essays in honor of Robert Glaser (Lawrence Erlbaum) [This is exactly on my introductory lecture (1): about viewing learning as problem-solving and goal-based behaviour.]

Black & Wiliam (1998) "Assessment and classroom learning" Assessment in Education vol.5 no1 pp.7-74 [A big review] [4: about feedback. lecture 20, and perhaps 7-8]

Butler,R. (1987) "Task-involving and ego-involving properties of evaluation: effects of different feedback conditions on motivational perceptions, interest and performance" J. of Educ. Psy vol.79 pp.474-482 [4: lecture 1]

Clark-Kozma debate:
*Clark, R.E. (1983). "Reconsidering research on learning from media" Review of Educational Research, vol.53 no.4 pp.445-459.
*Kozma, R.B. (1991). "Learning with media" Review of Educational Research, vol.61, no.2, pp.179-211.
*Special issues ofEducational Technology Research and Development (1994) vol.42 nos.1-3 [For a collection of papers on the Clark-Kozma debate] [1: technoscepticism. lecture 10.]

Coats,W.D. & Smidchens,U. (1966) "Audience recall as a function of speaker dynamism" J. of Educ. Psy vol.57 no.4 pp.189-191 [3: lecture 8, on Dr. Fox type experiments]

Cole,M. & Scribner,S. (1977) "Cross-cultural studies of memory and cognition" ch.8 pp.239-271 in R.V.Kail & J.W.Hagan (eds.) Perspectives on the development of memory and cognition (Erlbaum: Hillsdale, N.J.) [4: lecture 1]

  • Crouch, C.H. and Mazur, E. (2001), "Peer Instruction: Ten years of experience and results", American Journal of Physics, vol.69, pp.970-977

    Cuban,L. (1986) Teachers and machines: The classroom uses of technology since 1920 (London: Teachers' College Press) [2: technoscepticism. lecture 10.]

    Cuban,L. (1990) "Reform again, again, and again" Educational Researcher vol.19 no.1 pp.3-13 [3: technoscepticism. lecture 10.]

    Cuban,L. (2001) Oversold and underused: Computers in the classroom (London: Harvard University Press) [2: technoscepticism. lecture 10.]

    Draper (1997) "Adding (negotiated) learning management to models of teaching and learning" http://www.psy.gla.ac.uk/~steve/TLP.management.html [1: lectures 5-6]

    Draper, S.W. (1998) "Niche-based success in CAL" Computers and Education vol.30, pp.5-8
    http://www.psy.gla.ac.uk/~steve/niche.html [2: technoscepticism. lecture 10.]

    Draper,S.W. & Brown, M.I. (2004) "Increasing interactivity in lectures using an electronic voting system"
    Journal of Computer Assisted Learning vol.20 no.2, pp.81-94
    http://www.psy.gla.ac.uk/~steve/ilig/papers/draperbrown.html [1: EVS. lecture 10.]

    Draper,S.W., Cargill,J., & Cutts,Q. (2002) "Electronically enhanced classroom interaction" Australian journal of educational technology vol.18 no.1 pp.13-23
    http://www.psy.gla.ac.uk/~steve/ilig/papers/handsets.html [3: EVS. lecture 10.]

    Dweck: see Mueller & Dweck (1998)

    Finster, D.C. (1989) "Developmental instruction" 2 articles, in Journal of chemical education vol.66 no.8 (Aug) pp.659-754 AND vol.68 no.9 (Sept) pp.752-756 [On applying Perry. In chemistry library, in Joseph Black building?] [3: Perry related. lecture 2]

    Foot,H. & Howe,C. (1998) "The psychoeducational basis of peer-assisted learning" ch.2, pp.27-43 in Topping,K. & Ehly,S. (eds.) Peer-assisted learning (LEA: Mahwah, NJ) [3: Peer interaction. lecture 8]

    Hake,R.R. (1998a) "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses" Am.J.Physics vol.66 no.1 pp.64-74 PDF copy [3: EVS. lecture 10.]

    Hunt, D. (1982) "Effects of human self-assessment responding on learning" Journal of Applied Psychology vol.67 pp.75-82. [2: metacognition. lecture 8]

    Illich,Ivan D. (1970) Deschooling Society (Calder & Boyars: London) [3: Peer interaction/social perspectives. lecture 8,10]

    Kolb, D.A. (1984) Experiential learning (Prentice-Hall Inc, Englewood Cliffs, NJ, USA) [3: reflection. lecture 20]

    [not checked] Kolb D A (1976) The Learning Style Inventory : Technical Manual (McBer & Co, Boston)

    Kolb, D.A. & Fry,R. (1975) "Towards an applied theory of experiential learning" ch.3 pp.33-57 in Cooper,C.L. (Ed.) Theories of Group Processes, (Wiley: London) [3: reflection. lecture 20]

    Kozma (See Clark, above).

    Kuhn, D. (1991) The skills of argument (Cambridge University Press: Cambridge) [3: Perry. lecture 2]

    Laurillard, D. (1993, 2002) Rethinking university teaching: A framework for the effective use of educational technology (Routledge: London). [1: But only a few pages are on the model. lectures 3-8]

    Lave,Jean (1988) Cognition in practice: Mind, mathematics and culture in everyday life (CUP) [The arithmetic book] [4: social perspectives. lecture 10]

    Lave,Jean & E.Wenger (1991) Situated learning: legitimate peripheral participation (CUP) [The schools book] [4: social perspectives. lecture 10]

    Lave,Jean (1991) "Situated learning in communities of practice" ch.4 pp.63-82 in L. Resnick, J. Levine, and S. Teasley (eds.) Perspectives on Socially Shared Cognition pp.6382 (Washington, DC: American Psychological Association) [4: social perspectives. lecture 10]

    Marsh, H.W. (1987) "Student's evaluations of university teaching: research findings, methodological issues, and directions for future research" Int. journal of educational research vol.11 no.3 pp.253-388. [1: A section only of this huge paper. lecture 8, on Dr. Fox type experiments]

    Marton, F. & Säljö, R. (1984) "Approaches to learning" ch.3 pp.36-55 in Marton,F., D.Hounsell & N.Entwistle (eds.) The experience of learning (Edinburgh: Scottish academic press) [1: Key chapter on deep and shallow learning work.]

    Marton,F., D.Hounsell & N.Entwistle (1984) (eds.) The experience of learning (Edinburgh: Scottish academic press) [2: Key book on deep and shallow learning work.]

    Mazur: see Crouch & Mazur above.

    Miyake,N. (1986) "Constructive interaction and the iterative process of understanding" Cognitive Science vol.10 no.2 pp.151-177 [1: Peer interaction. lecture 8]

    Mueller. M. C. & Dweck. S. C., (1998) "Praise for Intelligence can Undermine Children's Motivation and Performance" Journal of Personality and Social Psychology vol.75, No.1, pp.33-52 [3: Motivation. lecture 1]

    Nicol, D. J. & Boyle, J. T. (2003) "Peer Instruction versus Class-wide Discussion in large classes: a comparison of two interaction methods in the wired classroom" Studies in Higher Education vol.28 no.4 pp.458-473 pdf copy [2: EVS. lecture 10.]

    Novak, G, Patterson, E.T., Gavrin, A.D., and Christian, W. (1999). Just-In-Time Teaching: Blending Active Learning with Web Technology

    Papert, S.A. (1980) Mindstorms: Children, computers and powerful ideas (Basic Books: New York). [4: technoscepticism. Fascinating book anyway, a must for future teachers. lecture 10.]

    Perry, W.G. (1968/70) Forms of intellectual and ethical development in the college years (New York: Holt, Rhinehart and Winston) [1: Perry. lecture 2]

    Perry, W.G. (1988) "Different worlds in the same classroom" in P.Ramsden Improving learning: new perspectives (London: Kogan Page) [3: Perry. lecture 2]

    Putnam H. (1975) "The meaning of meaning" in Mind, language and reality (Cambridge, U.K.: Cambridge University Press). [4: Socially distributed knowledge. lectures 1,4]

    Resnick,L.B. (1989) "Introduction" ch.1 pp.1-24 in L.B.Resnick (Ed.) Knowing, learning and instruction: Essays in honor of Robert Glaser (Hillsdale, NJ: Lawrence Erlbaum Associates).

    Rosenthal,R. & Jacobson,L. (1968, 1992) Pygmalion in the classroom: Teacher expectation and pupils' intellectual development (Irvington publishers: New York)

    Rothkopf,E.Z. (1970) "The concept of mathemagenic activities" Review of educ. research vol.40 pp.325-336 [5: Defines the word "mathemagenic, but not otherwise important. lectures 3-4]

    Schön, D.A. (1983) The reflective practitioner: How professionals think in action (Temple Smith: London) [3: reflection. lecture 20]

    Snyder,Benson R. (1971) The hidden curriculum (MIT press; Boston, Mass.) [2: Metacognition, reflection. lecture 20]

    Tinto,V. (1975) "Dropout from Higher Education: A Theoretical Synthesis of Recent Research" Review of Educational Research vol.45, pp.89-125. See also http://www.psy.gla.ac.uk/~steve/localed/tinto.html and http://www.psy.gla.ac.uk/~steve/localed/index.html#Dropouts [4: Student dropout, and motivation. social perspectives. lecture 10]

    Twigg, Carol:
    Twigg, C.A. (2003) "Improving learning and reducing costs: New models for online learning" Educause review Sept/Oct pp.28-38 [The Twigg paper to start with]
    Set of Carol Twigg papers
    One way into the 30 case studies [2: technoscepticism. lecture 10.]

    Ware,J.E. & Williams,R.G. (1977) "The Dr. Fox effect: A study of lecturer expressiveness and ratings of instruction" Journal of Medical education vol.5 pp.149-156 [3: lecture 8, on Dr. Fox type experiments]

    Ware,J.E. & Williams,R.G. (1980) "A reanalysis of the Doctor Fox experiments" Instructional evaluation vol.4 pp.15-18 [3: lecture 8, on Dr. Fox type experiments]

    Williams,R.G. & Ware,J.E. (1976) "Validity of student ratings of instruction under different incentive conditions: A further study of the Dr. Fox effect" Journal of educational psychology vol.68 pp.48-56 [3: lecture 8, on Dr. Fox type experiments]

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