Last changed 24 March 2015 ............... Length about 1,000 words (17,000 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 is held in Rankine room 108 (deep basement). It consists of 5 two-hour sessions 2pm-4pm on Wednesdays, starting 18 February.

List of references   (Crucial, large, annnotated)

The moodle for the course is here: 2015 CERE course moodle

Last year's 2014 CERE course moodle
If you are a student or staff member of Glasgow University, then you should be able to login to moodle, and to access that course as a guest.

Earlier years' courses may be accessed from the following links. These are copies of the original web pages: no logins, but the format is crude (although I may be able to clean it up a bit).

  • CERE09-10 group size = 1.
  • CERE10-11 group size = 2-4.
  • CERE11-12 group size = 1.
  • CERE12-13 group size = 3.

    If you wish, you can also look at past Positive Psychology courses which also feature similar student-produced pages aimed at helping fellow students: this page has links to them.

  • 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.

    Major course-related documents

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

  • The topics/issues comprising the course.  
  • Exam questions and outline answers.  
  • A note on exams and this course

    Slides and handouts

    Group Coursework

  • Assignments to groups v.2
  • List of topics (by group number) v.2
  • Groupwork: overall description (v.1)
  • Using GoogleDocs (how to)
  • Create a Gmail account     Going to GoogleDocs
  • Going to GoogleDrive     To set up storage     OR     Access your existing GoogleDrive files
  • Personalization
  • Example GoogleDoc for coursework (PDF version)
  • Instructions for uploading coursework to Moodle

    Session1: Intro, ... (18 Feb)

  • Slides from session 1
  • Lecture recording of session 1
  • Homework
  • The paper to read for homework for next time is: Chi,M.T.H., Roy,M. & Hausmann,R.G.M.(2008) "Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning" Cognitive Science vol.32 no.2 pp.301-341 doi:10.1080/03640210701863396 or

    Session 2: Chi 2008 (25 Feb)

  • Slides from session 2
  • Lecture recording of session 2

    Session 3: Constructivism and the social in learning (4 March)

  • Slides from session 3
  • Lecture recording of session 3

    Session 4: Three major theories of L&T (11 March)

  • Big tables paper handout only     plus     all Slides from session 4
  • Lecture recording of session 4. This missed out the first 30mins of the lecture, covering Perry's theory. Recording starts on slide 9.
  • The learning and teaching "management layer"
  • [There are numerous Perry-related links below.]

    Session 5: Constructivism and the social in learning (4 March)

  • Slides from session 5     plus     table 1 (T roles)     plus     table 2 (help for Ls)
  • There is no lecture recording of session 5
  • Table of Teachers' roles PDF
  • Table of all the ways others may help a learner learn. PDF
  • See below for "Expectation effects"
  • See below for Robinson on "Creativity"

    Other course materials

    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

  • Ken Robinson on educating for creativity: He has many engaging talks on this, online. E.g. How schools kill creativity
    Robinson,Ken report (1999) All our futures: Creativity, culture and education (UK government report) PDF

  • Scaffolding, contingent tutoring, etc.

  • The learning and teaching "management layer"

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

  • Read, Discuss, Write.     See also Bacon (1625) on the reading list.

  • 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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