Last changed 11 March 2010 ............... Length about 600 words (6,000 bytes).
(Document started on 11 Nov 2008.) This is a WWW document maintained by Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/papers08cover.html. You may copy it. How to refer to it.

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Some published papers

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

In the period Sept-Nov 2008 I produced four papers in part or in whole. This page introduces these papers and how to access them.

What are learners actually regulating when given feedback?

This paper introduces the argument that learners are regulating not one but six learning related goals simultaneously, that this makes typical feedback events ambiguous, and that this can explain a variety of observed problems. The implication is that there is a gap between staff attempts to design feedback for one of those loops, and the actual learner need to act on all six.

Draper,S.W. (2009) "What are learners actually regulating when given feedback?" British Journal of Educational Technology vol.40 no.2 pp.306-315

Catalytic assessment

Various ways of promoting deep learning using MCQs (multiple choice questions) are reviewed, including peer instruction and learner-authored questions. This draws attention to how one role of assessment questions is "catalytic": not to give measures or feedback in the usual sense, but to prompt later learning through a metacognitive mechanism.

Draper,S.W. (2009) "Catalytic assessment: understanding how MCQs and EVS can foster deep learning" British Journal of Educational Technology vol.40 no.2 pp.285-293

Learning and Community

This paper explores the many different possible relationships between learning and community, and the many different ways in which other people may help someone's learning, and thereby critiques the careless use of the phrase "learning community". The practice of "teacher monitoring" is discussed: an instance where learning benefits from not allowing learners autonomy but insisting on a personal relationship. It is argued that social bonding is not a pre-requisite but on the contrary an effect of working on joint academic tasks.

Draper,S.W. (2008) "Learning and Community" pp.132-144 in A.Comrie, N.J.Mayes, J.T.Mayes & K.Smyth (Editors) Learners in the Co-Creation of Knowledge: Proceedings of the LICK 2008 Symposium, Edinburgh 30 October 2008 (Edinburgh: Napier University).

It will also appear in the online proceedings of LICK 2008. A local copy is here: download PDF. A web page that is effectively a longer, and more rambling, version of it is here.

Student generated podcasts

A case study of a course that required Arts students who had no special technical skills to generate video podcasts.

Maguire,J., Stuart,S. & Draper,S.W. (2008) "Student generated podcasts: Learning to cascade rather than create" pp.67-77 in A.Comrie, N.J.Mayes, J.T.Mayes & K.Smyth (Editors) Learners in the Co-Creation of Knowledge: Proceedings of the LICK 2008 Symposium, Edinburgh 30 October 2008 (Edinburgh: Napier University).

It will also appear in the online proceedings of LICK 2008 A local copy is here: download PDF

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