Friday, 2 June 2017

Week 20

Teacher InquiryFor the past three weeks we have been looking at how you can use research in order to develop an evidence-informed practice. For the next five weeks the focus shifts from using research to becoming a researcher in your own classroom or school setting.
In your practice you are constantly deciding what to do and how to act. You will be evaluating and reflecting (either consciously or subconsciously and often both) on your teaching practice and making judgments on what you should do next. Adopting the stance of teacher-researcher formalises these evaluative and reflective processes. As Wilson (2013) explains:
"Researching our practice presents the opportunity to problem-solve more intelligently, through drawing on existing research findings and by using rigorous methods to collect evidence which helps clarify our thinking. Experiences of participating in an informed way, and acting freshly, offer the teacher for whom teaching has become a routine a sense of freedom, of meaning, of worthiness and consequently increased self-esteem." (Wilson, 2013, p.5)
Concept of teacher as researcherThe concept of the teacher as researcher has a long history in the academic literature. Schon (1983) developed the concept of the reflective practitioner, while Stenhouse (1975) popularised the idea of teachers acting as researchers, believing that ‘educational knowledge exists in, and is verified or falsified in, its performance’ (Stenhouse, 1984, p.110).
Lytle and Cochran-Smith (1992) built upon and extended Schon’s (1983) theory of the reflective practitioner to suggest that teachers also learn and create new knowledge by assuming an inquiry stance within their practice. Teachers conduct inquiry projects into their practice to create knowledge that is applicable and relevant to their teaching context.
The importance of teacher research/inquiryThere are two main themes dominating discussions of why teacher research is important. The first relates to the importance of teacher-created knowledge for improvement in teaching and learning, and in particular student outcomes. The second centres on notions of teacher professionalism. 
Two models of Teacher InquiryTeacher inquiry is where teachers inquire into their own practice and use evidence to make decisions about ways to change that practice for the benefit of the student . You may recall the following two models from the Leadership course (week 13).
Teaching as Inquiry
Teaching as inquiry is a process that involves educators investigating the impact of their decisions and practice on students. The New Zealand Curriculum describes it as a cyclical process in which questions are posed, evidence is gathered and decisions are made. Aitken & Sinnema (2008) describe teaching as inquiry as a systematic process for teachers to use in their classrooms, which draws on successful experience of teachers and research sources.
Teaching as Inquiry goes beyond the reflective practices teachers regularly employ to develop a more systematic approach for investigating and evaluating practice. Figure 1 summarises the Teaching as Inquiry cycle, which consists of three iterative stages. (Ministry of Education, 2009)
Copy of Teaching as Inquiry Handout.jpg
Figure 1: The process of teaching as inquiry 
For more information about teaching as inquiry read the background paper by Aitken (n.d.) (Download from this web page).
It is also worth watching a video Graeme Aitken has made on teaching as inquiry. It is worth noting that his interpretation of Teaching as Inquiry is not quite the same as the model outlined above, and on the rest of the TKI website.
The following resources each include some short videos or articles discussing various inquiry projects that teachers have been involved in which may give you some further ideas.

The Spiral of Inquiry
Figure 2: Spiral of inquiry (Ministry of Education, 2015)
This is described on the MoE's TKI website as “a fresh rethink on the structure of teaching as inquiry.” (Ministry of Education, 2015).It emphasises involvement of learners, their families and communities and developing learner agency. It states that engaging in inquiry is a process of developing collective professional agency either within a school or across a cluster of schools. The approach is described in Timperley, Kaser & Halbert (2014). Figure 2 shows the stages of spiral of inquiry. "What’s going on for our learners?" and "How do we know?" are key questions that the spiral of inquiry addresses. By observing students (scanning) and finding an area to change (focusing), teachers can use intuition to consider the reasons for the current situation (developing a hunch), then referring to research (learning) to help determine changes needed (taking action). Checking is done during and after any changes have been made: "Have we made enough of a difference?" (Ministry of Education, 2005).
For more information about the spiral of inquiry, read the paper by Timperley, Kaser & Halbert (2014).
ReferencesAitken, G. (n.d.).The inquiring teacher: Clarifying the concept of teaching effectiveness. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-2-Teaching-effectiveness
Aitken, G. & Sinnema, C. (2008). Effective Pedagogy in Social Sciences: Tikanga ā Iwi: BES. Wellington: Ministry of Education.
Cochran-Smith, M. and Lytle, S. (1999). The Teacher Research Movement: A Decade Later. Educational Researcher, 28, 15-25.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. London: Routledge.
Lytle, S. & Cochran-Smith, M. (1992). Teacher Research as a Way of Knowing. Harvard Educational Review, 62, 447-474.
Ministry of Education. (2015). Before You Start. Retrieved from http://nzcurriculum.tki.org.nz/Teaching-as-inquiry/Before-you-start
Sachs, J. (2003). The activist teaching profession. Buckingham and Philadelphia: Open University Press.
Schon, D. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books.
Stenhouse, L. (1984). Artistry and Teaching: the Teachers as Focus of Research and Development. In D. Hopkins and M. Wideen (Eds.), Alternative Perspectives on School Improvement (pp. 67-76). Lewes and Philadelphia: Falmer Press.
Timperley, H., Kaser, L. & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education. Retrieved from http://www.educationalleaders.govt.nz/content/download/74475/611763/file/Spiral%20of%20Inquiry%20Paper%20-%20Timperley%20Kaser%20Halbert.pdf
Wilson, E. (2013). School-based Research: A guide for education students. Thousand Oaks, CA: Sage.
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Week 19

What is a literature review?A literature review can form the first part of a research paper or it can be an entire, stand-alone paper, which often forms the first stage of a larger research project. The literature review you will be writing will function as an independent paper, however, it is also intended to inform the inquiry project that you will be developing. You should use the literature to explain why your chosen topic is important to focus on and to identify issues that your inquiry project can help to address.
The literature review is a critical evaluation of the research that has been done in a particular area. According to Hewitt (2009), a literature review should:
  • Provide an overview of the research that has been conducted in a particular topic
  • Describe and summarise the findings of previous research
  • Make connections and compare and contrast research findings
  • Evaluate and analyse the research findings and organise information into coherent themes.
How to do a Literature Review: The Steps and Stages
1. Identify research problem and develop your research questionsBefore you can undertake a review of the literature it is important that you define the area you will be focusing on. Writing a research question or questions will help you to structure your literature search and literature review.
2. Find relevant literatureYou need to gather the literature relevant to the research question(s) that you are going to review in your paper. Use the notes and resources from last week to help you with this stage.
3. Critically evaluate literature 
This follows on from last week’s focus on how to interpret academic literature. It is really important in your literature review that you are not just presenting and describing the research findings but that you are also evaluating and interpreting them.
4. Synthesise the literature 
Following on from step 3, when you are planning and writing your literature review it is really important that you synthesise the literature. Synthesis involves combining ideas from a range of sources, grouping together common ideas and key arguments. As you read through the literature try to identify the key themes that are emerging. What are the commonalities between the different sources you are reading? Are there any disagreements or tensions?
5. Writing your literature reviewOnce you have read and interpreted the literature, identified the key themes and organised your literature under these themes, it is time to start writing your literature review.
Structuring a Literature ReviewYour review should start with an introduction. The introduction should inform your reader about the topic, scope, context, and purpose of your literature review. For your assessment you need to establish your purpose in the form of a research question(s). Your research question(s) are what have guided your literature search.
You should organise the main body of your literature review into sub-sections. Each sub-section should focus on a different theme within the literature (they may also relate to your sub-research questions). For each theme you need to discuss the key ideas, definitions and findings. You should highlight where there is agreement and commonality between different studies. You should also try to analyse any areas of disagreement and to identify any gaps within the literature. It is also important to write your literature review in such a way that you make it clear how the research you are reviewing relates to your research question(s) and purpose. Think about the story your literature review is trying to tell.
Your literature review should end with a conclusion, which summarises the key ideas you have discussed. In your conclusion you could also briefly reference how the literature relates to and will help to inform your Teacher Inquiry project plan.
The following quote from Taylor (n.d.) provides a useful reminder of what a literature review should be aiming to do:
“A literature review is a piece of discursive prose, not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question.”
Writing StyleA literature review is a piece of formal, academic writing. This means that you should write in full sentences and organise your writing into paragraphs. Avoid using bullet points.
Try to avoid using the first person (‘I’ statements). For example, instead of writing ‘I think that’ turn it around and write in the third person, ‘the literature shows’ or ‘this suggests that’. This way you are still putting across your own interpretation of the literature without using the first person. Take a look at the video in this week’s media if you would like some tips on writing style.
You need to make sure that you use correct referencing. This includes both in-text citations (i.e. when you refer to a piece of literature you need to provide the reference) and a reference list at the end of your review of all the literature you have cited. The Unitec library website has very good resources to help you with your referencing.
Literature Review ChecklistBelow is a list of things you need to make sure that you have done/included in your literature review:
  • Developed research questions to structure your literature review
  • Check whether the selected literature is relevant to the research questions
  • Critically evaluated the literature, rather than just describing or listing it.
  • Identified major themes within the literature and synthesised the literature. This includes comparing and contrasting findings and identifying any disagreements and gaps in the literature.
  • Used the literature to tell a particular story (as opposed to just listing and describing the research findings).
  • Used formal, academic writing conventions, including accurate referencing (please refer to APA referencing and Online Tutorials from the Unitec Library).
  • Included a section examining how the principles of Kaupapa Maori research could relate to your chosen topic (the notes and resources from week 17 will be helpful for this). Make sure that you include citations in this part of your literature review.
  • Remembered to proofread your work. It is often really helpful to read your writing aloud. That way you can hear whether it flows and makes sense. Having a friend read your work and offer constructive feedback can also be very useful.
Here are some simple examples (tinyurl.com/LRExamples), which demonstrate the following important aspects of literature review writing (examples with comments).
  • How to synthesise information (example 1)
  • How to compare/contrast information (example 2)
  • How to critically evaluate information (examples 3, 4, & 5)
Unitec resourcesThis Unitec web page may be useful for you when writing your literature review.
ReferencesHewitt, M. (2009). How to Search and Critically Evaluate Research Literature. National Institute for Health Research. Retrieved from http://www.worcester.ac.uk/documents/6_Critically_evaluate_research_literature_2009v2.pdf
Taylor, D. (n.d.) The Literature Review: A few tips on conducting it. University of Toronto. Retrieved from http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review
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Week 18

Searching for Academic Research - 5 stepsThe following steps provides a basic overview of the process you will go through when performing a literature search.
1. Define your topicBefore you can begin your literature search you need to define your topic area.
2. Do some background readingBefore you begin your search properly it can be useful to undertake some general, background reading on your topic. This will help you to familiarise yourself with the topic and some of the key ideas and issues associated with it. It will also give you insights into some of the key terminology connected to your topic, which will become important later on. 
3. Create research questions and keywordsCreating a research question or questions will help you to structure your literature search (and also your literature review). It may be that you want to develop an overarching research question and then a couple of sub questions that allow you to focus on specific aspects of your topic. You may also want to consider the parameters you are going to place on your literature search. For example, are you going to focus on a specific geographic area (e.g. New Zealand)? Will you confine your search to a specific time period (e.g. the last 5 years)? Will you just be focusing on a specific area of education or school (e.g. primary schools, secondary schools etc)?
You also will need to come up with a list of keywords or terms to structure your search around.
Are there any problems with the following research questions?
  •  Can the Inquiry learning approach meet the Curriculum requirements for Yr 5&6 students?
  •  What are the benefits, drawbacks and the factors influencing the use of modern technological practices in NZ education?
  •  What are the factors that make gamification of learning most effective in increasing motivation and engagement for struggling literacy learners?
The research question for your literature review should be open-ended,  and not be answerable with a simple “yes” or “no” or a few factual statements. Terms too broad or vague such as "modern technological practices" and presumptions like "most effective in..." should be avoided. You can read more about formulating a research question here: What Makes a Good Research Question?
What makes these good research questions for a literature review?
  • How might having a growth mindset impact on student learning?
  • What impact does game-based learning have on student engagement?
  • How does self-regulation impact on the engagement of secondary school students?
  • What are the effects of personalised learning on student achievement and engagement?
  • How can collaboration enhance learning in a primary school classroom?
A good research question for a literature review is clear, focused, not too broad or too narrow, and can be answered by collecting and analysing research findings in the relevant literature.
4. Identify possible sourcesThere are a range of different sources that you can engage with. The Unitec library website has helpful video tutorials, which will provide you with more detailed information on how to search for each of these sources. Some of the most common sources of research literature include:
Books and eBooks:The library has many eBooks as well as hard copies. Search for books using the keyword search function on the library catalogue. For more information, the following Unitec web page provides video guides for how to search the catalogue for books and eBooks.
Journal Articles:Journal articles are one of the best sources for academic literature. The most important research is published in journals, and because they are published regularly they tend to contain more up-to-date information than books. There are lots of education journals, many of which focus on a specific area of education (e.g. teacher education and professional development, technology, pedagogy, curriculum etc). The majority of journals operate a rigorous peer review system, which means that all articles have been reviewed by other academics before they are published.
There are several ways that you can locate journal articles:
  • Use websites such as Academia.edu, ResearchGate, Ministry of Education Library and Google Scholar (Note that to access the full versions of many of the articles that you find on Google Scholar you will need to use the library online catalogue).
  • Databases – you can conduct keyword searches on academic databases to find relevant articles. For more information, the following Unitec web page provides video guides for how to search the catalogue for journal articles.
Grey Literature:You also may want to consult 'grey literature'. Grey literature refers to academic material that has not been formally published. The Fourth International Conference on Grey Literature in Washington, DC, in October 1999 defined grey literature as follows: "That which is produced on all levels of government, academics, business and industry in print and electronic formats, but which is not controlled by commercial publishers."
Grey literature includes reports (including technical reports, statistical reports, governmental reports, policy reports), theses, conference proceedings and official documents that have not been published commercially. Research reports are published by a range of institutions and organisations, for example Ministries of Education, think tanks, not for profits, consultancies, private research organisations etc. Most conferences will also publish their proceedings papers as well. The best way to locate these is to conduct a keyword search using an Internet search engine.
Reference Lists:Use the reference lists at the end of books, journal articles and reports to help guide your literature search. Also, if an author references a source in their writing that sounds interesting, use the reference list to find the source. It is always best to go back to the original source rather than relying on another author’s interpretation.
5. Organise and keep track of your sources
You might find it helpful to develop a way of keeping track of all the different sources that you are engaging with. You may want to do this informally in a Word document or spreadsheet or you can use specially designed referencing software. Mendeley is a free and easy to use reference manager and PDF organiser (https://www.mendeley.com).
Interpreting and critically assessing literatureIt is important that when you read research literature, you are critically engaging with it. Questions you might find useful to ask yourself when reading an article might include:
  • Are there clearly stated research questions?
  • Does the article explain why the topic is important?
  • Is the research design and methodology described? Does it seem appropriate for the area of study?
  • If there are research subjects, is the sample fully explained (number, age, selection method, profile etc.)?
  • What is the data analysis like? Are the results clearly explained?
  • Are there any ethical issues that are raised / important?
  • What are the conclusions? Are they a reasonable reflection of the data analysis?
  • What are your overall impression of the article? Was it interesting? Useful? Could it help inform your own Teaching as Inquiry project?
Tools for Online CollaborationIf you choose to complete the literature review assignment as a group or seek peer support, there are a number of tools that can be used for online collaboration, including Google+, Facebook, Twitter, Skype, etc.
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Week 17

Research, Policy and PracticeEducation is often divided into three key areas, research, policy and practice. In an ideal world all three areas will inform and shape each other. Unfortunately this often is not the case. There has been much written about the lack of connection between research and practice in education (see for example Hargreaves, 1996; Levin, 2004) and the subsequent impact this has on all three areas of education.
What is research?There is much debate surrounding definitions of research and more particularly education research. Here are some useful concepts related to research:
"Educational research is not just a way to come up with new ideas about teaching and learning, but most often it is a way to convince us that the ideas we already have are worth exploring - that they are worth buying into" (Morrell & Carroll, 2010, p.2).
and
"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:
  1. Pose a question.
  2. Collect data to answer the question.
  3. Present an answer to the question." (Creswell, 2011, p.3)
For more information on research in education, including how research projects are designed, you could take a look at the first chapter of Creswell (2011) which you can find in the reference list.
The main things you should take away from this reading are:
  • What research is and the roles that it can play
  • The basic steps in the research process
  • The nature of quantitative and qualitative research
  • Different types of research design in education
How Research can Support Teachers – Evidence Informed PracticeYou may have heard the term evidence-informed practice or evidence-based practice used in relation to schools and education. Evidence-informed practice refers to the ways in which teachers and schools use research evidence, in conjunction with other sources of evidence (such as student data) and their own expertise to make decisions and to support their teaching. It is based on the idea that to be their most effective teachers should engage with research and keep up to date with the latest developments in their curriculum areas and in the discipline of education more generally.
For further reading on evidence-informed practice, read Coe's (1999) short but incisive article, available in this week's media, which makes the point that "The only really sound evidence about what works comes from actually trying it." (p.5)
Choosing a Research TopicThis week you should focus on identifying an area that you would like to research and develop for the Teacher Inquiry project. It is anticipated that you will focus on this topic area for the two main assessments. The list below provides possible areas to focus on. You may select a topic outside of this area, however, we suggest that if you do so you get advice from the postgraduate team about whether it will be suitable for the assessments.
Suggested Topic Areas (with links to the first 16 weeks’ topics)
Note that it is possible that you might want to focus on a specific aspect of one of these topic areas (e.g. for blended learning you might focus specifically on the flipped classroom model or the station rotation model).
How Your Chosen Topic Maps to the Course AssessmentDuring this course, you will:
  • Engage with the research literature to explore your chosen area for the Teacher Inquiry project and what is already known about in the area
  • Analyse how the research literature could help to support and inform the project and your practice
  • Identify ideas, opportunities or gaps within the research literature that you could build upon in the project
  • Use the research literature as a basis to develop and justify an Teacher Inquiry project plan, which engages with your community in addressing the chosen area/topic
  • Demonstrate how you will utilise evidence from your Teacher Inquiry project in your practice and evaluate the potential influence this evidence will have for you and your community.
How to Select Your Topic AreaDecide on the topic area you want to focus on for this course. You may choose a topic from the list or select your own topic. To help you to decide on your topic it might be helpful to think about:
  • a question you have about your practice
  • an issue that you are currently facing
  • an area of your practice that you would like to develop
  • a particular initiative or intervention that you would like to trial in your practice.
Pine (2009) suggests some ways to identify your topic:
conversations with your colleagues; professional literature; examination of your journal entries and teaching portfolio to identify, for example, patterns of teacher/student behavior or anomalies, paradoxes, and unusual situations; dissonance between your teaching intentions and outcomes; problematic learning situations in your classroom that you want to resolve; a new teaching strategy you are eager to implement; an ambiguous and puzzling classroom management concern; or your curiosity about testing a particular theory in the classroom.
Caro-Bruce, Flessner, Klehr & Zeichner (2007) suggest some questions that might help you to identify an area:
  • What would I like to improve?
  • What am I perplexed by?
  • What am I really curious about?
  • What do I think would really make a difference?
  • What is something I would like to change?
  • What would happen to my students’ learning if I did _______?
  • How can I implement _________?
  • How can I improve _______?
Kaupapa Maori ResearchAccording to the Rangahau website, there are 8 key elements or principles of Kaupapa Māori research:
  • Tino Rangatiratanga - The Principle of Self-determination
  • Taonga Tuku Iho - The Principle of Cultural Aspiration
  • Ako Māori - The Principle of Culturally Preferred Pedagogy
  • Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
  • Whānau - The Principle of Extended Family Structure
  • Kaupapa - The Principle of Collective Philosophy
  • Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
  • Ata - The Principle of Growing Respectful Relationships
If you are not already familiar with these concepts, you should take a look at the website and consider how they might be integrated into your literature review and Teacher Inquiry project plan.
ReferencesCaro-Bruce, C., Flessner, R., Klehr, M. & Zeichner, K. (2007). Creating Equitable Classrooms Through Action Research. Thousand Oaks: Corwin.
Coe, R. (1999). Manifesto for Evidence-Based Education. Centre for Evaluation and Monitoring, Durham University. Retrieved from:http://www.cem.org/attachments/ebe/manifesto-for-ebe.pdf
Creswell, J. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London: Pearson. Chapter 1, Retrieved from: http://ptgmedia.pearsoncmg.com/images/9780131367395/downloads/Creswell_C01.pdf
Hargreaves, A. (1996). Transforming Knowledge: Blurring the boundaries between research, policy, and practice.Educational Evaluation and Policy Analysis, 18(2), 105-122.
Levin, B. (2004). Making Research Matter More. Education Policy Analysis Archives, 12(56), 1-20. Retrieved from http://epaa.asu.edu/ojs/article/download/211/337
Morrell, D. and Carroll J. B. (2010). Conducting Educational Research A Primer for Teachers and Administrators. Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands. Retrieved from: https://www.sensepublishers.com/media/187-conducting-educational-research.pdf
Pine, G. (2009). Teacher Action Research: Building Knowledge Democracies. Los Angeles: Sage Publications.
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Day 16

Ideas for Lit review
  • Find orginal sources if poss. Don't use secondary sources
  • Don't use I
  • Use the I in teacher inquiry and research in the lit review.

Thought wired
  • Look at brain waves in education.
  • Purchase for $250
  • Hobsonville point school

LEADERSHIP
CISC 8101 Research and Community Informed Practice
The course aims and learning outcomes are quite generic, since we share them with other applied practice programmes at Unitec
Course aims
To develop the student to be able to critically examine and evaluate a body of literature in relation to a practice/work-based issue to arrive at a relevant and informed research question(s) and to contextualise and understand the relevance of this question to practice and the wider community. 
Learning outcomes
  • Assemble and critically review a relevant body of literature.
  • Apply a Kaupapa Māori approach (that reflects the principles of Te Noho Kotahitanga) to knowledge gathering, developing research questions and identifying community priorities.
  • Develop a research topic, clearly articulated both in objectives and scope, that is justified by prior literature, and the current needs of the community. 
Assignments
1. Literature Review
Research questions about a topic of your choice.
2,500-3,500 words (individual submission) / 3,500-4,500 words (group submission). Turnitin report required, written submission only.
Due 26th April 2017.
2. A Plan for a Teacher Inquiry Project
In format of your choice, Adobe Spark, blog, e-portfolio, document, video journal etc.
1,200 - 1,500 words, or 10 slides/views, or 5-6 minutes of video (individual submission)
1,500 - 1,800 words, or 12 slides/views, or 6-8 minutes of video (group submission).
Due 16th May 2017.
3. Online Participation During the Course
Ideas for lit review
Growth mindset

Four items of evidence of joining or initiating discussions on online forum(s).
The discussions should be about the topic(s) for assessments 1 and 2 OR the Class notes from weeks 17 - 24. (Individual submission).
Due 16th May 2017.
Research Questions - Collaborate Ultra
We will be using Collaborate Ultra to share ideas about research questions. You can find a guide for using Ultra for webinars at this link tinyurl.com/TML-Ultra. but for this session the facilitator will guide you
Literature review template
Copy the Google Docs version of the template (optional) or download the Word version and make it a O365 document. The read-only template can be copied from:
Add your name to the content and to the name of the document and write your first ideas down. What could you ask research to help you with? If possible, use cloud-based solutions so that you can easily share with others and get valuable feedback along the way.  
Online APA Quizzes
These online quizzes cover some of the basics of APA referencing and how to avoid plagiarising the work of others.
Plagiarism & APA In-Text Referencing test: https://tinyurl.com/PR-Nov16
APA Reference List Test: http://tinyurl.com/RefList-Nov16
Mr Trapeze
Read where Mister Trapeze went wrong when writing his Literature Review, and consider how you can avoid making the same types of mistake.
Topics covered so far
Digital and Collaborative Learning in Context:
  1. Epistemology and the Purpose of Education
  2. 21st Century Skills
  3. Technology Disruption and Mixed Reality
  4. Collaborative, Constructionist and Constructivist Learning
  5. Computational Thinking
  6. Connected Learning and Connectivism
  7. Blended Learning
  8. 3D Modelling and Printing
  9. Engagement and Agency
  10. Real World Learning and Crowdsourcing
  11. Agile and Lean Education
  12. Maker Movement
  13. Inquiry Learning and Robotics
  14. Design Thinking in the Classroom
  15. Games and Game Design in Education
  16. Sensors and Sensibility
Leadership in Digital and Collaborative Learning
  1. Thought Leadership and Followership
  2. Reflective Practice and Key Competencies in Leadership
  3. Implementing Technology Innovation in the Classroom
  4. Research Informed Leadership
  5. Developing a Growth Mindset
  6. Leadership Theories and Styles
  7. Online and Distributed Leadership
  8. Leading Change
  9. Multicultural and International Perspectives on Education
  10. Entrepreneurialism and Crowdfunding
  11. Agile and Servant Leadership
  12. Innovative Learning Spaces
  13. Teacher Inquiry into Student Learning
  14. Design Thinking in Leadership
  15. Gamification in Leadership
  16. Research and Community Informed Practice
DIGITAL

The last week of the face to face sessions provides some opportunities to leverage the power of today's technology for teaching and learning
Mobile Sensor Inquiry
The mobility of today's devices, coupled with a range of features such as wireless connectivity, GPS and network based location finding and built in data capture tools and sensors opens up many opportunities for situated, contextual, collaborative learning. 
Wear Your Own Device - Brain Sensing
The rise of wearables is very much a part of the the Internet Of Things, where every device is connected. The scope for wearables to be used for teaching and learning has been explored for many years by researchers, but is now becoming possible in the everyday classroom. We will take a look at brain sensing wearable devices in this session
Online Communities for E-Learning
E-learning does not have to mean only sitting on your own in front of the computer. You can support your learning by participating in an online community of practice. Also, you might continue with a blended learning approach by arranging face to face meetups with your fellow students. There are plenty of digital tools to help you do this! (doodle polls, for example).
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