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Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching' A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX

1. Dr. Tansy Jessop gave an inaugural lecture on her research focusing on fostering educational change through stories from the field. 2. She discussed a research project in South Africa that highlighted the importance of listening to teachers' narratives and understanding context when developing teacher training. 3. Her TESTA program at Solent University uses a collaborative, evidence-based approach including both quantitative data and qualitative student feedback to drive curriculum changes, with impacts like increased formative assessment and feed forward for students.

This document profiles Stephen A. Wilson and his teaching philosophy. It outlines his educational background which includes degrees in math education, instructional design, and computer science. It discusses his teaching experience at community colleges since 2006, specializing in math and professional development courses. It identifies three main influences on his teaching philosophy: the annual Bracey report, solution step discipline, and adult education experiences. The Bracey report analyzed trends in education and standardized testing. Solution step discipline teaches documenting logical mathematical steps. Adult learners have different needs than traditional students.

This study aimed to test whether a mental rotation skills (MRS) training intervention could improve MRS speed and effectiveness, and determine if expected gender differences occurred. Students were randomly assigned to intervention or control groups. The intervention group completed an online MRS training tool while the control group did not. Results showed a small improvement in MRS for the intervention group, but it was not statistically significant. There was also an inconclusive potential gender effect. The training tool was enjoyable but challenging. Further research is needed with modifications to better measure any effects.

This document summarizes a presentation by Dr. Scott Eacott on what makes an effective school. Eacott claims that schools prioritize what they are good at, education is political, and effectiveness is contested. He advocates for a relational approach that questions common discourses and embraces organizing relationally to overcome tensions between individualism and collectivism. Eacott discusses different perspectives on school effectiveness, improvement, and teacher effectiveness. He argues that effectiveness begins with clarity of purpose, coherence with that purpose, and constructing your own narrative.

The document discusses different educational strategies like MOOCs, flipped classrooms, problem-based learning (PBL), and team-based learning (TBL). It states that these are some potential approaches educators can use, but cautions against promoting any single one as the best or only approach. Educational innovations need to be rigorously tested and their benefits and limitations understood before being widely adopted.

Is ICT Truly making an impact to education? We listen into researches and opinions from experts for a discussion to help us set a directives with future ICT for education, to answer, what should we do with ICT? What agendas and directives should we set with edtech and technology for education?

The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.

The Concerns-Based Adoption Model (CBAM) is a framework that acknowledges learning requires change and supporting people through change is important for learning to be effective. The CBAM model outlines seven stages of concern people experience when changing, from self-concerns like how the change affects them personally, to task-related concerns like implementation, to impact concerns regarding student outcomes. Professional development should address the specific concerns people have at each stage to best support the change process.

I WILL ADD THE REFERENCES IN DUE TIME Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.

The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.

This document summarizes a presentation about best practices for teaching adult learners in online environments. It discusses key aspects of andragogy (adult learning theory) including the characteristics of adult learners and concepts like experiential learning, self-directed learning, and transformative learning. The presentation covers challenges adult learners face and online solutions. It also reviews Community of Inquiry framework and concludes that strategies for online learning should consider course development, community engagement, and classroom settings while knowing the students and blending pedagogy and andragogy.

This document outlines an agenda for a session on using action research to improve teaching practice. It will teach educators how to design and conduct classroom-based research using action research methodology. The agenda covers defining reflective practice, explaining action research principles and processes, formulating research questions, selecting appropriate data sources, and completing the research cycle. Attendees will have an opportunity to develop their own action research project focused on improving instructional strategies or addressing a classroom challenge. The goal is to help teachers engage in an ongoing, self-reflective process of inquiry to enhance their teaching practice.

This document discusses the benefits of problem-based learning (PBL) over traditional teaching methods. It proposes using PBL to engage students by having them work in teams to research and solve real-world problems. The document outlines the key steps of PBL, including defining a problem, analyzing it, testing theories, and presenting solutions. It also distinguishes between well-structured problems, which have clear answers, and ill-structured problems that are more open-ended, like real-life issues. PBL is suggested as a way to promote critical thinking, problem solving, and skills relevant to life by giving students autonomy over their learning.

How can we get students to transfer learning between contexts? An overview of the research and some suggestions for teachers