Last changed 14 March 2013 ............... Length about 1,000 words (14,000 bytes).
(Document started on 22 Mar 2010.) This is a WWW document maintained by Steve Draper, installed at You may copy it. How to refer to it.

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Home page for CERE course

By Steve Draper,   Department of Psychology,   University of Glasgow.

This page is an index page in my own web space for the CERE course: a psychology level 4 option "Concepts and empirical results in education" psych4022. It will be held in no.2 University Gardens room 208 (one floor up from the entrance). It consists of 5 two-hour sessions 10am-noon on Wednesdays, starting 13 February.

However the last (fifth) session clashes with the maxi handin, and has been moved (from Wed 13 March) to Friday 15 March 10am - noon. The location will NOT be the previous room but in no.59 Oakfield avenue, room 302:

  • Enter at no.59 Oakfield (you may have to buzz to get in).
  • The room is directly ahead of you, labelled "59/G5".

    List of references (Crucial, large, annnotated)

    The moodle for the course is here:

    Last year's (2011-12) course is here:

    The (2010-11) course is here:

    The 2009-10 course is here:     student wiki pages

    If you are a student or staff member of Glasgow University, then you should be able to login to the moodle, and to access the 2009-10 course as a guest.

    All the more important documents etc. are either hosted in moodle, or directly linked from there. This page is mainly for me to collect links for things in my own web space, and perhaps include some less important additional links for students.

  • Podcasts on the portal     Podcasts on the audio tagging server

    Audio tagging

    At least some of the lectures are recorded. These are available both on the portal, and on the Audiotagging server where you can add and use tags (manual index into parts of the lecture).

    Those who wish to participate in adding to and using tags for parts of the audio recordings of lectures, can find this at

    Help on how to use this is at:

    Major documents

  • List of references   (Steve's choice of great papers)

  • Coursework assignments v.2 (2 pages)
  • Coursework instructions v.1 (3 pages)

  • Exam questions and outline answers.   And this year, the moodle wiki pages will contain last year's exam questions plus outline answers.
  • A note on exams and this course

    Slides and handouts

  • Slides and homework instructions from session 1 (13 Feb)

  • Slides and homework instructions from session 2 (20 Feb)
  • Coursework assignments v.2 (2 pages)

  • Slides from session 3 (27 Feb)

  • Handout   Slides from session 4 (6 March)

  • Handout   Slides from session 5 (15 March)

    Short readings on Perry

    See the main course reading list for serious stuff. Here's some short stuff:
  • Perry diagram 1
  • Perry diagram 2
  • Perry diagram 3

  • W.J.Rapaport
  • wikiP1
  • wikiP2

  • Essay 1 on Clinchy's "connected knowing"
  • Essay 2 on Clinchy's "connected knowing"
  • Essay 3 on Clinchy's "connected knowing"

    Short readings on Deep and Surface

    See the main course reading list for serious stuff. Here's some short stuff:
  • Leila Malone
  • A summary by me, copied from elsewhere
  • Short and good by James Atherton
  • Higher Education Academy

    Short readings on the Laurillard model

    See the main course reading list for serious stuff. Here's some short stuff:
  • James Atherton on Pask and Laurillard
  • Roger Rist
  • wikiP2
  • Laurillard and Gagne

    Old but possibly useful

  • Old handouts on constructivism and other issues (Main point is just the sections on constructivism): Ho1 Ho2
  • Do NOT click on this unless you are too tired to work.

    Other links

  • The learning and teaching "management layer"

  • The relationship of the Perry, Deep&shallow, and Laurillard models (web essay)

  • Read, Discuss, Write

  • Expectation effects Brief descriptions plus pointers to full refs on 4 "magic rubric" papers, including Dweck. They all have the feature that an apparently very small intervention has a significant educational effect.

  • Hanscomb's virtues

  • Three roles of teachers

  • Brief pointers and refs to Jigsaw, Patchwork Text, and Socratic Dialogue.

  • Learning styles:     My web notes       See the Pashler paper on the reading list for a rebuttal of the idea.

  • A predecessor course had an overlapping syllabus, and its materials might be of some use. Extensive exam questions and outline answers for it are there, but of course this course has a different syllabus.

  • For notes on moodle, and warnings that students should be given about editing wikis etc. see (for the moment):

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