Last changed 6 April 2009 ............... Length about 300 words (4,000 bytes).
(Document started on 30 March 2009.) This is a WWW document maintained by Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/talks/physics.html. You may copy it. How to refer to it.

Web site logical path: [www.psy.gla.ac.uk] [~steve] [talks] [this page]

When you only get what you design for

Title: When you only get what you design for
Date/time: Wednesday 1 April 2009. Talk slot: 3-4pm
Place: Higher Education Academy, York. Further information on venue: further information All slides from the workshop
Presenter Steve Draper, Department of Psychology, University of Glasgow.

Slides Slides
Handout PDF file

Outline

Prologue: Contingent tutoring
Introduction: Active vs. passive goals; obliquity
Part A: Two difficulties with dissemination
Part B: Wider perspectives on A&F

References

Draper,S.W. (2009) What are learners actually regulating when given feedback? (published in BJET)

Draper,S.W. (2009) Catalytic assessment (published in BJET)

Morrow,M.I. (2006) "An Application of Peer Feedback to Undergraduates' Writing of Critical Literature Reviews" Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education" vol.1 no.2 pp.61-72

Twigg, Carol papers: http://www.center.rpi.edu/articles.html

Wood, D., Bruner,J. & Ross, G. (1976) "The role of tutoring in problem solving" Journal of child psychiatry vol.17 pp.89-100 [contingent tutoring]

Wood, D., Wood, H. & Middleton, D. (1978) "An experimental evaluation of four face-to-face teaching strategies" Int. j. of behavioral development vol.1 pp.131-147. [contingent tutoring]

Web site logical path: [www.psy.gla.ac.uk] [~steve] [talks] [this page]
[Top of this page]