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

Talks by others: This is a list of web lists of talks i.e. seminar programmes.     How to get to talks.

Talks by me (Steve Draper)

Talks to come

• "Peer interaction: (PI), and the interplay of different types of research on it.   Talk to CCSE, 28 Nov 2024

  Talks in the past

  (Most recent at top of list [reverse chronological order])
• "Ten lessons for computer education research"   Talk at CCSE Festival, University of Glasgow, 29 March 2022
• "From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement"   Talk at ALT-C conference 2019, Edinburgh
• A tour of some old concepts and their relationship to play, to video games, to writing
• Three talks in collaboration with others about ACJ and APR (Assessment by pairwise ranking).
  
  • "Assessment by pairwise ranking"   Talk proposed but rejected for GU conference 2013
  • "From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement" A talk at the 2019 GU teaching and learning conference.   3rd April 2019   Slides
  • "Scaling Assessment with Adaptive Comparative Judgement" A talk at the SRHE   Digital University seminar in Edinburgh Online Assessment: design, scale, and creativity Friday, 14 June 2019   [alternative event record]
    Slides   Note this is a 7MB pdf file. Feel free to redistribute as required.
  • "From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement"   Talk at ALT-C conference 2019, Edinburgh
• Three cases of reasoning with effect sizes in pedagogical research: the good, the bad, and the downright disgraceful
  
• Pure programming teaching – Dijkstra's paper on this (A CCSE presentation)
• "Active Learning" – what is it? (A CCSE presentation)
• Viewing video in teaching from a wider educational perspective
• Formative MCQs, peer interaction, and Deep learning
• Two findings about graduate attributes
• Enhancing student and staff engagement with feedback Workshop at internal LT conference
• Critical thinking depends on whom you live with Talk to QEE conference
• Critical thinking depends on whom you live with Talk to internal LT conference
• MOOC research about peer interaction (FutureLearn workshop, Edinburgh)
• The less obvious underlying factors in HE learning today [Southampton, Nov 2014]
• Using Social Media ("Tweeting") to Assess Student Learning (eAssessment @ Dundee 2014)
• A University of Glasgow Guide to MOOCs Talk to internal LT conference
• Engaging large classes
• What if feedback only counted if the learner used it? Talk at Strathclyde
• MOOCs and educational principles: some interactions (FutureLearn workshop, Camden, London)
• What if feedback only counted if the learner used it? Talk to QEE conference
• Audio Tagging Talk to QEE conference
• Addressing educational diversity in first year courses Workshop at the QEE conference
• Assessment by pairwise ranking Talk to internal LT conference. APR, ACJ, Thurstone
• What if feedback only counted when it changed the learner? (LifeSciences @ Dundee)
• Feedback calendars, and two other approaches to improving the value of feedback to students (Gcal seminar)
• Assessment reform, innovative technology, improving formative assessment and feedback: are they at odds with each other? (eAssessment @ Dundee: 2)
• What if feedback only counted when it changed the learner? (eAssessment @ Dundee: 1)
• What if feedback only counted when it changed the learner? (Rola's feedback (1), HEA, Dundee)
• 2-D feedback (ipsative and cohort-based) (Rola's feedback (2), HEA, Dundee)
• Ask not what is technologically glamourous, but what is useful to assessment. (CAA, Southampton)
• Feedback Calendars: Lessons so far (GU learning and teaching conference)
• Trying to understand how I doubled the pass rate in a first year course
                      (Eric Yao's course: GU learning and teaching conference)
• Could QA be any use? (Visit by Swedish QA people)
• EVS: linked questions; meta-messages (Edinburgh)
• Improving deep learning with MCQs and EVS (Swansea)
• Peer collaboration and assessment eAssessment @ Dundee
• Contrasting employability interventions Talk to internal LT conference
• Is Educ research any use? (local dept.)
• Designs for peer interaction to a UHI staff workshop
• Ways to improve learning with EVS (To SMSN at Glasgow)
• Does teaching skill matter? (CAKES talk)
• Deep procedures for EVS (Southampton)
• Supporting critical thinking as a Core Disciplinary Criterion (PLAT10 Edinburgh)
• Deep procedures for EVS (Keele)
• HCI matters but does HE teaching skill? (festschrift)
• cdc1
• ltc10b
• Making students, not the lecturer, the subject matter experts (GU LTconf)
• Selective targeting of feedback for best effect on learning (GU LTconf)
• Ways to improve learning with EVS (Loughborough; maths)
• Assessment and feedback: how to get more with less
• Rethinking assessment and feedback
• Five unusual things to improve feedback that you could try in your teaching
• Students' Workshop -- Getting More Benefit from Feedback
• Ways to improve learning with EVS: some deep procedures for teachers, and what software features matter for these
• Ways to improve learning with EVS
• Reciprocal peer critiquing reconsidered
• WordWall EVS workshop and discussion
  
• Enhancing mindsets through Research-Teaching Linkages
• Reciprocal peer critiquing reconsidered
• When you only get what you design for
• Educational advances by physicists, for physics students
• Research into student mindsets: implications for student engagement and retention
• Using classroom voting and improving learning: Talk at a one day event at Telford, 6 Nov. 2008.
• Connecting with HE teaching staff about learning design ideas
• New thinking and practice in HE assessment and feedback
• New working ideas in HE assessment and feedback
• Podcasting as student-led educational technology
• Evaluating Peer Assisted Learning
• From active learning to interactive teaching
• Aspects of implementing Peer Assisted Learning
• Different meanings of deep and shallow
• Who wants to be a millionaire? -- using interactive handsets in lectures
• Is HCI still new/necessary?
• Teaching study skills
• The ethics of recording users' computer behaviour
• Discussion on error types
• Campus wayfinding problems at Glasgow
• Learning styles: a critical look at the concept
• Two fundamental modes of learning and motivation: PBL vs. LBE
• Models of collaborative teaching
• The Laurillard model and beyond
  
• Millennarian responses to the Y2K bug
  
• Millennium bug implications for computing science
• Fun, interestingness, humour, and play: for HCI and IR
• People's Navigation Problems on Our Campus
• Research towards a multimedia test collection
• Giving lecture notes or OHPs to students
• Lurking and computer mediated learner discussion
• GIST debate: "Why should taxpayers fund HCI research?"
  
• Barry Brown on "Why don't telephones have off switches?"
  
• GIST discussion: Entrance lobbies for web pages
  
• Phil and Steve on MANTCHI (progress report)
  
• CAKES: The software engineering of web pages: failing to analyse the problem
  
• COGS: The changing focus of user centered design in HCI, CAL, and WWW design