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Research in learning and teaching: mapping disciplinary differences Nick Hammond LTSN Psychology Generic Centre

One view of research

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Research in learning and teaching: mapping disciplinary differences Nick Hammond LTSN Psychology Generic Centre

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    1. Research in learning and teaching: mapping disciplinary differences Nick Hammond LTSN Psychology & Generic Centre

    2. One view of research & scholarship in L&T

    3. Theory-driven and practice-driven research

    4. Practice-based research Why needed? Theory inadequate or of limited applicability Context too complex for theory to be applied Relatively simple route for local improvement But… What’s the best method for the requirement? Controlling “nuisance” variables? Generalisability of results uncertain? Uncertain accumulation of knowledge?

    5. Do disciplines differ in purpose of research? Is research into L&T in your subject area largely focussed on Theory development, leading to long-term impact? Principles of practice, applicable to variety of contexts? Optimising local practice, with limited generalisability? How confident are you about the generalisability of the outcomes, and on what grounds?

    6. Glassick: Evaluating scholarship 50 agencies (funding bodies, journal editors, review panels etc) asked to list criteria to evaluate scholarly work. Identified six: Clear goals Adequate preparation Appropriate methods Significant results / content Effective presentation Reflective critique

    7. Dimensions of pedagogic research Clear goals Purpose of investigation Question the research addresses Phenomenon under investigation Adequate preparation Understand context/background Appropriate methods Method of investigation used Measures used Analysis required Significant results / content Interpretation of findings Effective presentation Reporting & sharing findings Reflective critique Resultant action

    8. Influences of discipline Different research questions reflect different teaching practices Familiarity with different measurement or analysis methods Different philosophies towards research outcomes (e.g. explaining processes vs what works) Different cultures and ideologies on what constitutes “research” Important to be aware of these discipline biases and how they relate to the success of the research

    9. So what can LTSN do? Subject centres Support through miniprojects Advice on good practice Routes for dissemination and sharing Generic centre Develop better understanding of discipline effects Promote greater emphasis on the research agenda as we move into the Academy

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