Passing case studies by thinking in words

Posted on October 30, 2016 by Stuart Pedley-Smith

thinking A case study is a relatively high level form of assessment used to test a student’s ability to apply knowledge from a whole range of different subjects set against the backdrop of a real-world situation, a case study is a simulation.

Thinking process

On the face of it the challenges set by a case study seem daunting, how can you remember everything you have learned in the past and be able to solve a problem in an environment you have potentially never seen before. The good news is that our brains are better suited to solving these types of problems than you might think. In fact, in some ways learning individual subjects can be more difficult due to their apparent theoretical nature and little use outside the classroom.

However, the process you have to go through in order to produce a good case study style answer is worth exploring in more detail, especially if you’re not getting the mark you want or in fact need. Here are six stages that set out what you have to do from the point when you open the exam paper to finally putting pen to paper or fingers to the keyboard.

Read and absorb the narrative given in the context of the case
Make the case real, visualise yourself in that context, play your role
Search for knowledge that might help, thinking across a whole range of subjects
Begin to formulate an answer in your head or at least a direction of travel by manipulating information
Organise your thoughts in such a way that when communicating to others it will appear both logical and persuasive
Write out your thoughts using clear heading’s and plain English

Individually nothing is difficult but if you don’t perform particularly well at any one of these stages, the chain will be broken and as a result the quality of the answer suffer.

Using words to think – start with general and go to specific

From my experience students begin to struggle at around stage 5 and certainly 6. The cognitive energy required to not simply know what to do but be able to turn those thoughts into something that can be understood by others is possibly the most difficult part. One technique that can help with this is to use key words and linguistic structuring.

Imagine the question asks you to offer advice to company A as to how it might improve its profitability. One solution that might come to mind is, increase sales. What you need to do next is drill deeper, ask how do we increase sales? Maybe, you think, selling more of product X is a good idea. Next ask, how do we sell more of product X, answer, by approaching company Z and asking them to advertise it along with their best selling product.

Okay, get the idea, firstly there is a degree of analysis and questioning, this is stage 4. You now need to organise your thoughts and put them on the page so that others will understand the point you are making, stage 5 and 6.

This is where the words come in, start with general and go to specific. General words or statement sit high up, by definition they apply to many situations and are vague but act as an umbrella under which the answer can be honed and defined, for example, you might make the following statement.

One way of improving profitability is to increase sales.

This is a very general statement and could apply to many companies. Next be more specific.

One possible solution to increasing sales for company A is to sell more of its product by approaching company Z to see if we could come to an arrangement where they would be willing to promote their bestselling product and ours at the same time.

This in some ways is the reverse of the thinking process, but by creating a general statement first it gives a real structure to the answer. Like any technique it will require practice, so don’t be surprised if it takes time to become really good at it. When answering case study style questions, you will be thinking and reorganising thoughts a lot, and this initially at least is just another aspect of the case you need to take into account. But with repetition comes the shifting of knowledge into behaviour, and the ability to do it without thinking at all.

In summary, e.g.

What I hope you have found from reading this blog is that you can improve your chances of passing any exam with some simple techniques. (very general)
On the face of it a case study may seem different, and exam techniques less applicable. (Case study specific but still general)
However, if the process of thinking can be set out into a series of stages, this can help identify an area that needs to be improved. (Getting more specific)
The most common point where students fall down is towards the end of the six stages, specifically stage 5 and 6. (Nearly there, but talking about any student)
But by drilling into the problem and continually asking questions you can drive out a solution, then if you write out that solution using the general to specific technique, the words and so your answer should appear on the page in a logical and easy to understand format. (Finally we get to the point, talking specifically to you the student)

People are all the same but students are all different

Posted on September 29, 2016 by Stuart Pedley-Smith

ayam-titanium This month’s blog is coming from Malaysia, I have been presenting at the ICAEW learning conference in KL. The only relevance of this, is that as with any lecture/presentation or lesson you have to put yourself in the shoes of your audience and ask, what do they want to get out of this, why are they giving up their valuable time and in many instances money to listen to what you have to say?

The difference in presenting to a group of people from another country is that you start to question the way they think and perhaps learn, is it the same or could you be making a big mistake by assuming it is.

Neurologically we are all the same

What gave me confidence was that I was talking about how you learn and examinations. And although there will certainly be many differences in culture, language, opinion, even what is considered funny, our brains are all made exactly the same, and as a result the process of learning is the same.

Malaysian jokes

Q: What is Malaysians’ favourite dish? – A: Astro

Q: What is the strongest chicken in the world? – A: Ayam Titanium

So everything I said about memorising content using spaced repetition, the importance of having bite sized chunks of information, the need to present an overview at the start of each session etc was met with nods of approval.

Students are different

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However just because we have the same neurological components does not mean they are all used in the same way. And so it would have been a mistake for me to have presented trends observed in the UK as to the attitude of students towards learning as if they were the typical attitudes of all students, in particular Malaysian ones. The reason being, I have little knowledge of the Malaysian education system, parenting skills, culture etc, these are what help shape the beliefs, values and attitudes of students in Malaysia and in turn give every student their own unique learning style.

Learning styles are unique

The generalisation about Malaysian learning styles was that there was a tendency to rank passing exams as being the most important aspect of education. This had resulted in a number of issues, one being a lack of leadership skills. Who did they blame, well they blamed the teachers for being uninspiring and measuring students by the grades they had historically achieved rather than the grades they might achieve. The point here is not in any way a criticism of the Malaysian system, there are equally many problems in the UK but to highlight why learning has to be personalised. It of course goes even deeper than nationalistic trends, clearly not all Malaysian students are focused only on passing exams and some will make great leaders, everyone is unique.

But are the teachers to blame?

If you agree with the research produced by John Hattie from the University of Auckland, the answer is yes, the teachers are to blame. His research which was built up over 15 years suggest that an individual students inherent qualities account for 50% of their ability to achieve, but on the basis this cannot be changed it would be better to look at the next biggest attribute that can be influenced. Interestingly this had little to do with who you went to school with, the so called peer effect, your home life, the school you went to, and certainly not the technology used. It was all about the teacher or type of teacher you had. It is what teachers do, know and care about that makes the difference, 30% of the difference in fact.

I am sure that advocates of on-line will suggest that this is not about the teacher but the type of instruction, but at this stage of the debate that will only cloud the issue. This simply highlights the importance teaching or instruction as being the most important aspect of learning wherever you are in the world. Of course your peers, classrooms, technology all contribute but if you want to make investment in learning, spend it on developing the teachers.

My time in Malaysia comes to an end this evening but even if my presentation did not achieve all I had expected, and I hope it did, I feel I have learned a little more, as the Malay saying goes….. Everyday a thread, soon a cloth.

And if you would like to read more about John Hatties research, read the Click the link.

True Grit – Passion and persistence

Posted on August 31, 2016 by Stuart Pedley-Smith

“They say he has grit. I wanted a man with grit.” So says Mattie Ross in the 1969 film True Grit staring John Wayne. But what exactly does the young Mattie Ross actually mean, what is grit?

Well maybe Angela Duckworth can answer this, she is the author of a book called, Grit, the power of passion and perseverance.

IQ, EQ and Grit

Many will be familiar with IQ (The Intelligent Quotient). It was developed by Alfred Binet around 1911. Not to measure intelligence so that individuals can demonstrate superiority over others, but to identify under performers so that remedial action could take place. Then in 1995 Daniel Goleman wrote about the Emotional Quotient (EQ) or Emotional Intelligence. The idea that individuals can recognise their own, and other people’s emotions, discriminate between different feelings and use this emotional information to guide thinking and behaviour. This idea has enjoyed some success and helped people shift their focus towards valuing something other than simply being clever.

Grit in a way makes a similar point. If we took at a group of highly successful individuals, what qualities would they have, what would it be that made them so successful? Would it be intelligence, maybe a high EQ or is it something else. Angela Duckworth found that it was grit, which she defines as having a passion and persistence for long term goals.

Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it’s a marathon, not a sprint.’

Gritty people work hard, but they are doing this with a long term goal in mind. They also find their work meaningful, important and interesting.

I’ve never interviewed someone who was truly world class in what they do, who didn’t say in the first five minutes “I love what I do”.‘

You can become grittier

To learn how to become “more gritty” we need to bring in Carol Dweck. A professor of psychology from Stanford University. Dweck coined the phrase a growth mind set and identified two groups of people. One those who believe their success is based on innate ability, a fixed mindset and two, those who believe their success is based on hard work, learning, training and doggedness a growth mindset.

The logic being that you are more likely to develop grit if you have a growth mindset. This is because if you fail, rather than giving up, you see it as a learning experience and continue to work hard towards your long term goal. Dweck even uses the term doggedness, often described as someone who has an obstinate determination or persistence.

Grit and exam success

I would argue that examination success has far less to do with intelligence and more to do with grit. This is not to say that passing an exam does not require intelligence just that along the way most will face some form of failure and having a growth mindset together with a large dollop of grit is more likely to result in success.

Think about the following:

You don’t have to be the cleverest person to pass the exam
It is possible to learn most things – if you work hard
It’s a marathon not a sprint – failing an exam can be a setback but that’s all, pick yourself up and carry on
Be clear what your long term goal is – three years to pass an exam is a long time but your goal is probably much longer. Passing the exam is only part of the journey
You may not at first find the work meaningful, but almost everything you learn can be interesting

Find out your grit score

If you would like to find out what your grit score is then click here, it will take less than a minute and you get immediate feedback.

John Wayne also said

Tomorrow is the most important thing in life. Comes into us at midnight very clean. It’s perfect when it arrives and it puts itself in our hands. It hopes we’ve learned something from yesterday.

A growth mindset perhaps.

Test obsession and Test Anxiety

Posted on July 30, 2016 by Stuart Pedley-Smith

Tests anxiety

“We live in a test conscious and test giving culture in which the lives of people are in part determined by their test performance”

Sarason, Davidson, & Lighthall

What’s interesting about this statement is, it was first published in 1960 and was based on students in the US, yet would not seem out of place in describing the situation in the UK. The UK, as with so many other things has unfortunately caught up with the US and become a nation that tests and measures…everything.

Where a person’s worth is judged only by the tests they have passed it is perhaps not surprising that examination success has become so important and test anxiety increased.

But it’s not just the UK, this is a global obsession, take China for example where the pressure to succeed has become so intense that cheating in the Gaokao, the nation’s university entrance exam is a major problem. The government has not been slow to react and for the first time anyone found cheating will face a possible seven year jail sentence. In Ruijin, east China’s Jiangxi Province, invigilators use instruments to scan students’ shoes before they entered the exam hall, while devices to block wireless signals are also used to reduce the opportunity to cheat.

Test anxiety or stress

Stress is a broad term that is experienced when you find yourself in adverse or demanding circumstances, sitting an exam perhaps. Test anxiety is a situation specific type of stress, experienced by people who find examinations threatening. Recently, there has been an increased interest in exam stress and test anxiety in the UK and a need for it to be given closer academic scrutiny.

The research so far shows that test anxiety can actually impair learning and hurt test performance. And this is the issue, are students underperforming in examinations, which as stated above can have a significant impact on their lives not because of their lack of knowledge or even their ability to apply knowledge, but simply because the medium used to assess them is an exam.

In simple terms test anxiety effects exams results and exam results play a major part in people’s lives.

There are three components of test anxiety (Zeidner 1998)

Cognitive – the negative thoughts you can have during tests e.g. “if I fail this I will fail all my examinations” and the performance limiting difficulties experienced as a result of anxiety e.g. inability to read questions clearly or solve problems.
Affective – physical symptoms e.g. trembling, tension etc.
Behavioural – test anxiety creates an environment that encourages students to avoid studying or best delay it.

The reason people develop test anxiety is thought to be rooted in certain social issues e.g. how you are judged by others and the fear of failure in the public domain. It may also be related to the type of anxiety people experience when they have to make a best man’s speech, for example. Another aspect is that it is not always what others think, but what you think of yourself that is the issue and so the expectation of exam failure could impact on an individual’s ego and self-esteem.

Phase one is OK BUT

I think in the UK we are through the worst part of this, let’s call it phase one, and by that I mean we know that examinations and testing are not the answer, and that people are not their exam result. We have learned this the hard way by producing groups of exam qualified students, releasing them into the world of work, ill prepared to cope with the demands of the workplace. In addition, we have developed helpful techniques that enable people to better cope with test anxiety. Some of these I have discussed in previous blogs, Stress or Pressure – Don’t let the bridge collapse, Exam stress – Mindfulness and the “7/11” to name but two.

BUT………we still have some way to go with phase two, which involves answering the question, what do we replace exams with if they are so bad? And until we solve that, helping good people perform in the system we have just now is the best we can do.

Reflections on Understanding ……Brexit

Posted on June 28, 2016 by Stuart Pedley-Smith

great briitain leaves european union metaphor I have to admit in the last few months I have spent a fair bit of time looking into the facts behind the EU and checking on some of the statements made by both the remain and leave sides, attempting to discover truths or otherwise so that I could make a more informed decision. It proved difficult; much was opinion dressed up as fact by using numbers open to interpretation. Another technique used on the face of it to offer clarity, but in reality did just the opposite, was to state the “facts” forcefully, with conviction and repeat them often, giving the impression that what was being said was not only true but believed to be true.

But this blog is not really about Brexit, well kind of, I couldn’t let the most important decision made in this country for over 40 years go without some mention.

Following the announcement of the results on Friday the 24^th of June I found myself going through what Elizabeth Kubler-Ross described as the five stages of grief. Denial, no that can’t be true. Anger, WHO was it that voted like that, they must be MAD or words to that effect. Bargaining, let me break down the statistics and find out who voted and what group they came from, old/young, North/South, maybe they could be persuaded to change their minds, or better still perhaps we will have a second referendum. Depression, we are all doomed, and finally Acceptance, it is what it is, we now need to make the most of it.

Reflection

What I have described above is not simply the ramblings of a disgruntled and disenfranchised supporter of the in campaign but goes some way towards illustrating the process of reflection, one of the most important components of learning and a key technique in developing a deeper understanding. It was David A Kolb who in 1984 put forward the argument that we learn from reflecting on our experiences.

KolbModel Step one in Kolb’s learning cycle is to have the experience. Step two, reflect, think back on what we have experienced. Step three, conceptualise, generate a hypothesis about the meaning of the experience, what is it we have learned, and step four, test that the hypothesis is supported by the experience, does it confirm that what we have learned is correct.

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius

Reflection – purposeful thought

Getting students to do this consciously is however difficult, in fairness I didn’t reflect consciously myself, it was part of a process in trying to understand why I was feeling the way I did. I felt angry but on one level didn’t know why, so I had to reflect on what had happened to find out.

The point being simply asking a student to complete say a reflection log, no matter how much you state the value of keeping one, will probably result in little more than blank pages. You need to have a reason to reflect, this might be to identify the cause of an emotion as was the case for me or to answer a question, which may be as simple as, “thinking back on the last essay you submitted, what have you learned?” it just needs to have a purpose. Of course the reflection log may still remain blank but that is more to do with motivation than the power of the exercise.

One simple technique to help with reflection is to think back on what has happened, identify the impact that it will have today on the present and what the implications will be for the future.

Lessons learned

So having passed through the stages of grief, rather too quickly I am sure some will say and reflected on the experience, what have I learned? Well, some has been confirmation of what I already knew. Firstly, that Politicians will make statements that they may or not believe at the time but will back away from after the event. This can be achieved whilst still retaining an internal level of integrity by pointing out that they never used those exact words, standing in front of a bus that has them blazoned across it, is not the same. Did anyone really believe that £350m would be spent on the health service or that Europe would not trade with us at all, after Brexit. Secondly that I like democracy as long as it comes up with the answer I want, but not when it doesn’t. Thirdly, the electorate does not make decisions using in-depth analysis and reflection but by deep held beliefs built up over time, often reinforced by the people closest to them. And lastly that the status quo is not sustainable and that happiness is a comparative process thus making change inevitable and with change comes risk.

Will it be for the better, only time will tell, we will have to wait for the historians to reflect on what the UK looked like in 2016 and whether it was better in 2026, as you can see reflection has many uses!

Let me leave you with my favourite quote of the campaign, not from one of the leading politicians involved, but Abraham Lincoln.

“Elections belong to the people. It’s their decision. If they decide to turn their back on the fire and burn their behinds, then they will just have to sit on their blisters.”

Currywurst , apples and the £33,000 a year boarding school

Posted on May 30, 2016 by Stuart Pedley-Smith

Currywurst fast becoming the most popular dish in Berlin

I have three relatively unrelated stories this month.

Berlin

The first follows a trip to Berlin this weekend and the obligatory city tour. Just of Unter den Linden you will find a sunken glass plate between the pavement that provides a view into a room full of empty bookshelves, sufficient to house the 20,000 books that were destroyed on this site on the 10^th of May 1933. Some 70,000 people, many German university students gathered to burn books with “unGerman” ideas. Joseph Goebbels joined the students at the bonfire and declared: ” The future German man will not just be a man of books, but a man of character.” “It is to this end that we want to educate you.”

This was not only symbolic but practical. Without these books or to be precise only having the ones that remained, it might just be possible to create a nation of people who all think the same? Who all share the same ideals and live life by the same values. And yet of course this is not how you create an educated society, a society able to think for itself, the result will be compliance and idealism. Which was more likely what Goebbels had in mind.

Goodwill Hunting

When I got home one of my favourite movies had already started. Good Will Hunting tells the story of a maths genius, Will Hunting who struggles to come to terms with his past and as a result is unable to make a commitment for fear of being let down. But for me the best scene is where Will confronts a first year grad student who has been belittling his friend Chuckie.

Will: “Wood drastically underestimates the impact of social distinctions predicated upon wealth, especially inherited wealth…” You got that from Vickers. “Work in Essex County,” Page 98, right? Yeah I read that too. Were you gonna plagiarize the whole thing for us, you have any thoughts of your own on this matter? Or is that your thing, you come into a bar, you read some obscure passage and then you pretend, you pawn it off as your own, your own idea just to impress some girls? Embarrass my friend?

Will: See the sad thing about a guy like you, is in about 50 years you’re gonna start doin’ some thinkin’ on your own and you’re gonna come up with the fact that there are two certainties in life. One, don’t do that. And two, you dropped a hundred and fifty grand on a fxxxin’ education you coulda’ got for a dollar fifty in late charges at the Public Library.

Clark: Yeah, but I will have a degree, and you’ll be serving my kids fries at a drive-thru on our way to a skiing trip. Will: [smiles] Yeah, maybe. But at least I won’t be unoriginal.

This of course challenges the idea that knowledge is the same as thinking. Knowing something is not the same as having manipulated the information in your head, questioned and explored the arguments from many angles, the result should be an opinion, not someone else’s but your own.

Wellington college

And finally to bring my trilogy up to date. Only this week Wellington College who boast George Orwell and Sebastian Faulks as past students announced that have introduced a six-hour interview process to help teachers see beyond children’s over tutoring. They encourage families to spend more quality time instead of having their children tutored, Julian Thomas, Wellington’s head master, said: “When parents ask how should they prepare their children for our selection process, we tell them ‘have supper together and talk as a family; go to plays and good films and discuss them. Help them to think critically about the world around them; enjoy interesting conversations go out for walks and see the world”.

What Wellington are trying to do is encourage behaviours that will help children become thinking adults.

In conclusion

Knowledge like information is becoming increasingly accessible, unlike Germany in 1933 we have no restrictions, the internet has given us that power. But learning is more than knowledge you have to take the facts and make them your own, stitching them together carefully and thoughtfully, and that takes time and a considerable amount of effort. On the whole absorbing information will probably not come as easy to you as it did to Will Hunting, yet even with his genius he only knew what he had read. His learning had in fact only just begun as he went looking for the real life experiences that would test if he really understood anything at all.

Examinations are moving more towards tests that require you to think, asking that you provide an opinion or make recommendations given a set of circumstances, case studies are a good example. Of course you need knowledge as a foundation but the ability to sift quickly through the vast amount of information available may in time become more important than knowledge itself .

Ps apples is taken from Good Will Hunting – “How ya like those apples”

The tip of the iceberg – exam tipping is becoming obsolete

Posted on April 30, 2016 by Stuart Pedley-Smith

tip1

Assessment is changing, there was a time when all examinations were sat in a room, the answers would be hand written on a piece of paper and a retired English teacher would stand at the front reading out instructions as to what you could and couldn’t do in the next three hours.

Not any more…….you request a date that is convenient, turn up at the exam center, no longer is this a sports hall, it might be a driving school test center or the college you studied at. Then you log onto the PC and answer questions on the computer screen in front of you. The results may be immediate; it depends on if it is “human marked” or computer marked.

But in some ways these changes are only the tip of the iceberg!

What no past exam papers.

As examinations move into the digital world we are seeing other changes as well. There is a move towards objective testing, scaled scoring and examining bodies no longer providing past exam papers, what did you say, no past exam papers……!

This is partly down to the nature of the test i.e. you can’t provide an exact replica of a past exam question if it is an objective test. Remember objective test questions are randomly selected from a pool, and are different for each student. But there is also a shift towards some examining bodies only providing an example of the type of questions that could be set rather that a continuous flow of, the last exam papers.

If the test changes – how you study (and teach) has to change

Now for someone who has advocated that students analyse past exam questions in order to identify key areas so as to better direct their studies, this is a bit of a blow. It has also been the method I have used in the past to focus my own delivery in class and on line. Of course using past exam questions has always been much more than just spotting key areas, it is about focus, providing a place to start, showing content in the right context, helping with writing style etc.

There will still be past questions, sample questions will be provided. What we don’t know is how representative they will be of the examination. Or will it be as we have seen in the past with pilot and specimen papers, they change over time, drifting away from the original in terms of style and emphasis. Although I can see the logic in examining bodies not releasing papers, I hope they will continue to keep the sample papers fresh, in keeping with current thinking about the subject and how it will be examined.

What to do?

Students and tutors still need focus, there has to be emphases on key areas in order to chunk the content so that it can be more easily learned, it’s just that we won’t be able to use past questions or at least as much as we have in the past. That emphasis will now have to come from articles written by the examiners, examiner reports and syllabus weightings. If faced with a new subject where there is only one sample paper, it will be necessary to read the guidance from the body closely, noting reference to “this being a key part of the subject” or “one the examiner thought was answered badly in the past.” These together with the syllabus weightings and specific learning outcomes will have to be your guide. It is of course possible that the subject has not changed much from before and so some of the older past question can be used. As far as questions style is concerned then that will have to come from the questions and answers that are published, it may not be ideal but it’s the best we can do.

The overall impact of these changes is that students will have to know more, something that is hard to argue with. Students and tutors alike will have to devote far more time to the subject, which is fine if students have the time and can afford the extra costs involved in longer periods of study.

But it’s not all bad news, new technologies can help students make the most of dead time, studying on the train using their mobile phone for example. Also knowledge is more freely available than ever before as many top institutions provide a huge amount of free easy to access content online.

One final thought, examinations may change and they may not be fair but on the whole they are equal, everyone as before is in the same boat, and someone will always pass, wont they!

The future – Sitting the exam at home?

An online student, all be it a mature one shows his ID to the online assessor

And maybe even the exam room will become obsolete. Proctur U is a US based company that also has a presence in the UK offering online invigilation. Watch this video to see how it works and judge for yourself

Video killed my teacher – metaphorically speaking

Posted on March 30, 2016 by Stuart Pedley-Smith

What did you do the last time you needed to repair, cook or dare I say learn something? Did you google it and follow the link to YouTube? If so you are no different to the over one billion people who actively use YouTube every month.

This blog is not actually about YouTube but the medium of video and the increasingly important role it plays in our daily life and how we use it to learn.

Social learning and the bobo doll

Albert Bandura is the Professor Emeritus at Stanford University and is widely regarded as one of the greatest living psychologists. He is perhaps most famous for his Social learning theory, the theory of how people learn by observing others, and the bobo doll experiment. Click here to listen to Bandura himself explain.

Behavioral theories of learning suggested that all learning was the result of associations formed by conditioning, reinforcement, and even punishment, see Skinner and Pavlov. Bandura’s social learning theory proposed that learning can also occur simply by observing the actions of others. And that is where the true value of video lies, it is in the ability of people to watch what others do and learn from them.

What makes a good learning video?

Firstly, as with any form of delivery it needs to planned and structured. What is the purpose of the video, why use video and not send an email? Think about the audience, why will they want to watch it, what makes it relevant for them? Break it into three sections, a beginning, where you tell the audience what you are going to tell them, the middle, where you actually tell them, and the end where you tell them what you have told them.

Secondly It has to be relatively short, 10 minutes is a maximum. Even 6 minutes of good video takes a lot of planning, equally it wont test concentration levels too much. This does not mean you can’t record many hours of video, it just needs to be chunked, labeled and structured so it can be easily followed.

And lastly think about your delivery. Pace, tone of voice and body language all help the learner. This is where you manage the mood of your audience, if your happy they will be happy. Generally, speak more slowly than you would normally but be careful toooo slowww can be boring, vary how you say something depending on what you’re saying. Also think about the visuals and if it would be better to show an image rather than talk. But don’t go mad and put too much on screen all at the same time, it gets confusing.

Examples of good video

But of course the best way to explain the power of video in learning is to show the videos.

1.The queen of cooking Delia is also the expert of slow deliberate, perfectly planned presenting. Here she explains how to cook an omelet, notice the attention to detail. Ps Delia left school at 16 without a single GCE O-level. 3.43 minutes in length.

2.Here is someone who breaks the presenting rules, certainly the one that says don’t talk too fast. However, CGP Grey is great at using visuals, his dialogue is fast but incredibly informative, its packed with information, and it’s funny. If you are confused by the US elections, you won’t be after watching this. 5.19 minutes in length.

3.Crash course is a little like Khan academy which I have written before, what makes it different is the humour and how it is shot to camera using powerful visuals. Watch this clip if you want to learn about supply and demand. This pushes the boundaries time wise at 10.21 minutes.

4.This is the big one certainly as far as hits are concerned. James Stevens, Vsauce, is watched by 19 million people. This one answers the questions as to, what would happen if everyone jumped at once? 7.12 minutes in length.

Why cramming works and making stuff up is okay

Posted on February 29, 2016 by Stuart Pedley-Smith

Will making stuff up

To a certain extent I have spent much of my career making things up. When I was a student that was not the case, I listened and learned and so when I spoke, I spoke with confidence that what I was saying was correct, because someone had just told me it was. Yet knowing is only the start, and in some ways a poor relative of the “figuring it out for yourself” technique. I am reminded of quote from the film Good Will Hunting, which along with Dead Poets capture some really magical moments in learning.

Will Hunting – “See, the sad thing about a guy like you is in 50 years you’re gonna start doing some thinkin on your own and you’re gonna come up with the fact that there are two certainties in life.” “One, don’t do that.” “And Two, you dropped a hundred and fifty grand on a f***in education you coulda got for a dollah fifty in late charges at the public library.”

Question practice – the secret to exam success

Having had no real formal educational training I have been exploring ideas as to why some techniques work and others don’t, why it is that student A passes yet student B who did exactly the same, failed. One clear observation from over twenty years in the high stakes exam world is that the most important activity that a student can engage in is, question practice. As a lecturer I would make statements, explain them using real world examples, get students to laugh, and maybe even enjoy the subject. But, the very best learning seemed to happen when the student was required to do a question. So it was with great interest that I read of some research that came out of the US in 2011, it’s called Retrieval Practice.

Retrieval practice – the power of cramming

Retrieval practice is simply the process of retrieving something from memory. So for example if I asked you, who was the Prime Minister that took us into the European Economic Community in 1973, you might say, on reflection Edward Heath. You already knew the answer but were forced to recall it. If however you were not sure who it was and were subsequently told (given feedback) it was Edward Heath and that Harold Wilson in 1975 held the first referendum, you are likely to remember both. But the most interesting and perhaps surprising aspect of this research is that not only can you recall the facts, it also leads to a deeper learning in so much that you can answer questions on related information. This in some ways gives credence to the idea that cramming information, maybe not at the last minute could be beneficial, not simply because you will remember it for a few hours’ but that it will lead to deeper learning.

Mark McDaniel is a psychology professor at Washington University in St. Louis

“We think of tests as a kind of dipstick that we insert into a student’s head, an indicator that tells us how high the level of knowledge has risen in there when in fact, every time a student calls up knowledge from memory, that memory changes.” “Its mental representation becomes stronger, more stable and more accessible.”

Jeffrey Karpicke, a professor of cognitive psychology at Purdue University

“Retrieving is the principal way learning happens.” “Recalling information we’ve already stored in memory is a more powerful learning event than storing that information in the first place,” he says. “Retrieval is ultimately the process that makes new memories stick.” “Not only does retrieval practice help students remember the specific information they retrieved, it also improves retention for related information that was not directly tested.”

Final thoughts

And so I am pleased to say that what I have observed in the classroom, that question practice improves exam results might be a little simplistic and that not only does it help students pass exams they might actually have been learning something at the same time 🙂

If you want to read more follow these links

To Really Learn, Quit Studying and Take a Test (New York Times)

Researchers Find That Frequent Tests Can Boost Learning (Scientific American)

For example – how to get higher marks in written questions

Posted on January 31, 2016 by Stuart Pedley-Smith

MORE-EXAMPLES

It’s great to be knowledgeable, but to pass an exam knowing the answer is often not enough. Questions set by examiners seek to do far more than identify people who “know stuff,” they want the student to prove understanding and that they can use the knowledge, not simply reproduce it.

The knowing doing gap

There is sometimes a disconnect between what you know and what you can explain. Have you ever said to yourself, “I know what I want to say but can’t find the words” or “what more can I say, I feel like I am just repeating the same point”. This may be the result of a lack of understanding and simply requires more study (see Eureka I understand understanding) or it might be that you just need a better way to think about what you’re trying to do.

Analyse, Explain – clarify – Example e.g.e.g.e.g.

Imagine you’re faced with a question, it asks that you, provide a possible explanation as to why we have seen a fall in stock market prices in recent weeks and what impact this might have on economic growth in the UK . Often the first problem is knowing where to start, below are a few ideas that might help.

You will need a few headings to help give structure, these can often be found in the question, here for example we could use, Why stock markets might fall and Impact on the UK. Then under each heading think about analysing, explaining, clarifying and giving examples. These are not headings; they are to help expand on what you have been asked to do and give a perspective from which to think.

First you analyse – If you analyse something you break it up into smaller parts so as to gain a better understanding. For example going back to the question, perhaps we should identify exactly by how much the stock market has fallen, over what period, what other events were happening at the same time, do we have any theories that could help or theoretical models we could apply etc. By examining what you have found, something new and obvious may become clear.

Then you explain – an explanation is an attempt to make clear what you mean. One way of doing this is by making a series of statements. So for example, if you noticed that during the period in which we had the fall in the stock market, China’s economy also slowed and oil prices fell to unprecedented levels. This might lead you to make the statement – one of the reasons for the fall in stock market prices would appear to be the slowdown in the Chinese economy and the fall in demand for oil.

A subset of explanation is clarification. Definitions are a great way to clarify exactly what something means and in what context it is being used. Here for example we might want to include a definition of economic growth.

And finally the example itself, possibly one of the very best ways of explaining and a very powerful technique to demonstrate understanding.

Example “Metaphor’s forgotten sibling”. John Lyons

It may be a reference to a real world example. In the question we have to address the impact on the growth in the UK economy. If you gave an example of the last time oil prices were so low and what happened as a result you will not only be demonstrating breadth of knowledge but also moving the debate forward, suggesting perhaps that the same will happen again?

Real world examples demonstrate the complexity and unpredictability of real issues, and as such, can stimulate critical thinking.

Students learn by connecting new knowledge with their own prior knowledge and real-world experiences. Piaget et al

An example may also be a construct, something that you talk through to illustrate a point. For example, let us imagine the impact of falling oil prices on an engineering company in the West Midlands. A reduction in oil prices would result in lower transportation costs that could be passed onto customers in the form of lower prices, in turn this should increase demand.

“Examples are indispensable to the acquisition of knowledge and they appertain to the domain of intuition”. Kant

Although this blog has covered an approach to structuring written answers, it is the use of examples that for me is the most important. And if it was not obvious enough, look how many times I used examples to explain what I was trying to say …….

So you want to be an astronaut – assessment for astronauts

Posted on December 31, 2015 by Stuart Pedley-Smith

Astronaut-Tim-Peake-Dials-Wrong-Phone-Number-from-Space

Your there by yourself. There’s no doctor, there’s no computer engineer – so you have to learn all of these skills. Tim Peake

What is the purpose of assessment?

In order to gain a better understanding of the assessment process for astronauts, let’s ask a more basic question first, what is an assessment and what does it prove?

At one level it is simply a measurement of performance benchmarked against a given outcome or standard. The results can, help a teacher identify progress so they can adapt the next lesson, or give assurance an individual is capable of performing a particular task. This is probably the most important type of assessment for astronauts. Modern high stakes “examinations however play another role; they offer the student a transferable badge of honour that can help open doors to better career prospects and increased salary. If you doubt the importance of this last point, click this link to read about the level of corruption in India and the lengths people will go in order to obtain a certificate saying they have passed an exam.

Employability gap – so what’s the problem?

However examinations on their own do not provide a guarantee that the individual who passes will be able to do the job. And it is here where the disconnect becomes clear. Often the method of assessment is not based on what the student will be doing in the work place, and even if it is, it is not set in the same context. Many believe this gap has become ever wider as more and more students come out of school/university lacking the skills required by the employer.

But should the exam/assessment be changed to narrow the gap or is it the role of the employer to provide the necessary “on the job” education in the work place? However the problem with the employer being given the responsibility, it implies that what you study doesn’t matter, only that you do. This just seems wasteful, wasteful of time, money and effort. Assessment must get closer to measuring the skills required for one simple reason, what gets measured gets achieved, a cliché for sure but a true one.

Assessment for astronauts

Costs – The costs involved in training astronauts is a bit unclear, NASA will pay Russia $70m for a seat on Russian space craft in 2017 that includes training, figures of around $25m are also cited, Tim Peaks training was quoted as £16m so very similar.

Basic requirements – Mission Specialist (non pilots – most are pilots with a military background) include the following:

Bachelor’s degree from an accredited institution in engineering, biological science, physical science, or mathematics. The degree must be followed by at least three years of related, progressively responsible, professional experience.
Ability to pass a NASA space physical, which is similar to a military or civilian flight physical.
Height between 58.5 and 76 inches.

Training – Tim Peak’s education started in 2008 when he was selected by ESA (European space agency) from 8,413 applicants. Tests at this stage included, intelligence, spatial awareness and concentration. Then for the 10 selected another 18 months of intense training followed, this time on topics as wide ranging as space law, rocket propulsion, spaceflight engineering and the hardest for Tim, learning to speak Russian. He was also subject to one week’s caving in Sardinia, Italy, with five other astronauts to simulate what it would be like in space, this was to build teamwork, problem solving and cope with poor hygiene facilities. Then it was one year of advanced training, including working underwater to simulate the lack of gravity. In 2013 it was time to go into space for the first time, this was the last test before being selected and then finally in 2015 Tim was allowed to do the job for real. In all it had taken 6/7 years.

What have we learned?

Clearly you need some underpinning academic skills i.e. a degree but a relevant one. The training is provided by the state, the argument being that it is for the greater good of society so the costs should be met by the tax payer. An interesting point for those that believe this should be the case for all education. But most importantly the assessments were all built around making sure that when Tim got into the space he could do the job. Very few of the tests required a piece of paper and a desk, and many were simulations of what he would meet in the real world.

Given the advances in technology the time is now right to introduce more simulations into the exam room, not so we can all become astronauts but to help prepare the next generation for the work place.

And just imagine your badge of honour when going for that next job – “what exams have you passed” “oh a few, but did I mention I was an astronaut…..”

27 Million People per day can’t be wrong – Gamification

Posted on November 30, 2015 by Stuart Pedley-Smith

The statistics are astonishing, as of January 2014, over 67 million people play League of Legends per month, 27 million per day, and over 7.5 million concurrently during peak hours. And if your good at it the prize money for winning the world championship might get you to question your chosen profession, it was $2.3m in 2014 and 2015. Playing an on-line game is part of daily life for many people.

This blog is “of course” not about League of Legends. In fact I have to admit I had never heard of it, just shows how far out of touch you can become with popular culture. It’s not even about the gaming industry which is said to be worth £3.9 bn to the UK economy, it’s about a growing and fascinating area of learning called gamification.

Gamification is the use of game mechanics (rules, design and tools) in a non game context to better engage and motivate learners to achieve a desired objective. There are two types, structured, where you are looking to propel a learner through content and reward them for the desired behaviours and content driven where the game is the content i.e. the learner is a character in the game and is required to undertake tasks that are in turn rewarded.

Gamification techniques – Game mechanics

Games are not of course all the same but they do have similar characteristics, these “techniques” can then be used in a non game context i.e. a learning context. The idea being that if they engage and motivate the gamer, they will do the same for the student. Games need some form of measurement to assess performance and a reward to act as an incentive. Below is a note of some of the measurements and rewards used in gaming but could be adapted for learning.

Points – Used to keep score
Badges – visual stamps that are awarded to users on certain achievements and are normally displayed in their header and profile page
Levels – shows ranking and progress
Leader boards – a high score that is displayed for all to see
Rewards – not a badge but something tangible e.g. money….

Personal gamification

You don’t need to spend millions developing a game to get the benefits from gamification, and its not all about beating others, here are a few tips.

Set up a points system – identify the activities that will help you achieve your goal e.g. spend 2 hours each evening studying, 10 points. Answer 2 questions each evening, 20 points. Attempt the mock exam, 40 points. Score 50%, 80 points etc. Keep a running total of your points in a place that you can see when you study
Levels – Only move onto the next chapter or session when you have the desired points
Leader board – Keep a note of your highest score from the other subjects
Rewards – The best part. Set up a series of rewards e.g. a night off, go for a run, have a glass of wine, bar of chocolate etc. Increase the rewards as gaining the points becomes more difficult. If you beat your leader board score, then your rewards can be even greater, maybe a day out shopping/at the football etc. Why not ask others to contribute to the reward, if I get to the top of my leader board how about you buy me dinner. You will be surprised how many people, friends and family will effectively sponsor you.

And finally tell your friends what you have done, “just eating a massive bar of chocolate which was my reward for scoring 80 points on my study game.”

Of course you might get fat doing this, but don’t worry there is another game that can help – it’s called weight watchers…..

Technology can help

As ever technology can help, check out this app HabitRPG – Click

The mystery of scaled scoring

Posted on October 29, 2015 by Stuart Pedley-Smith

A mystery is defined as something that is difficult to understand and or explain. This describes exactly the situation we have at the moment as many examining bodies move their assessment towards scaled scoring and away from the more traditional percentage pass mark. Some argue that scaled scoring is clearer in that it allows direct comparison of one examination to another but from my experience in the short run at least clarity is not the term many would use.

The raw score

For most students the way to find out how well they are doing is to have a piece of work marked. If the total marks available are 50 and the student scores 35 then as a percentage they have obtained 70% of the available marks. This is called the raw score. Interestingly it tells you very little, for example is 70% good or bad? For a raw score to have any meaning it needs to be compared with a standard. This could be with another student or group of students, and is an example of what is called norm referencing, now this clearly has meaning as you can tell if you are performing better or worse than your peer group. But the most common way in which exam results have historically been published is as a pass/fail against a pass mark or as it is sometimes called a cut score. If the pass mark is 60% and the student has scored 70% then they have passed.

The scaled score

However raw scores are only fair if the exam sat is the same for every student. It would be unfair to give each student a different exam and set the same pass mark, unless of course you believed the exam was of an equal standard. This has been the argument in the past, yet producing an exam of equal standard is almost impossible, and this is why scaled scores are being used more often.

To use scaled scoring you need a range of marks, for our purposes let us assume the range or scale goes from 0 to 150. We then have to set a common passing score, say 100, this is the score on the scale that the student needs to achieve to pass the exam or test, and it will never change. What happens next is what makes a scaled score so useful.

A group of experts including the examiner review the exam that has just been sat, they will probably mark a number of scripts themselves and will have access to the results from all other students. Then taking into account the performance of all students and their knowledge of this particular exam they will set the pass mark for this paper. Let’s assume that the pass mark is 32, if a student is awarded a raw score of 32 on this particular paper it will be equated to a scaled score of 100. All other scores above and below 32 will also be given a scaled score equivalent.

So on some levels using a scaled score is no different to the examiner setting a different pass mark for each exam, acknowledging that the level of difficulty will never be the same for any one examination. The reason the scaling is used however is because it can be stated that the passing score for the exam is always 100, this means the standard stays the same even though the marks may change.

So there you have it, no longer a mystery….I hope?

For more information and guidance watch the video on Pearson’s web site. Click on this link and scroll down.

Confused about University, I am – Training V Education

Posted on September 29, 2015 by Stuart Pedley-Smith

Birmingham University

Last month students across the UK would have received those all important exam results informing them if they have been awarded the grades necessary to get into the university of their choice. It’s easy to get caught up in this process seeing it as the end goal rather than part of a journey, I speak with some degree of experience. But how will the lucky ones judge if the next three years will be worth it. What does a university education give you……surely it’s more than a ticket to the next stage in the game i.e. Go to university-get a good job.

Training or education

We may find some of the answers by taking a closer look at the distinction between education and training. I thought finding a definition of education would be easy, yet many referred to it as being something obtained from going to School, College or University and I was looking for a more insightful observation. The business dictionary of all places seemed to offer a little more along these lines – The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something.

“Education makes a people easy to lead, but difficult to drive; easy to govern, but impossible to enslave”
Lord Henry Brougham

Training proved a little easier to pin down. Here a couple of definitions – The action of teaching a person or animal a particular skill or type of behaviour (Oxford dictionary) and The process of bringing a person to an agreed standard of proficiency by practice and instruction. (Collins)

Still not clear, this might help – “If your sixteen year old daughter told you that she was going to take a sex education course at college, you might be pleased. But if she said she was going to take part in some sex training you might have something to say?”

Training and employability

BCU formerly Birmingham Polytechnic

Training is relatively narrow and largely relates to developing skills and ending up with the ability to do something. This is most closely linked to employability. Employers don’t want students who know things, they want students who can do things. But is this what a university education should be about , is it the place that simply prepares students for work?

This was much easier to answer when Polytechnics existed. These were “educational” institutions that focused on STEM subjects and had close ties with industry. They however lacked degree awarding powers and invested little in research so were seen a poor relatives of the then university. But there was little doubt as to what their objectives were.

Confusion

This is not a plea to bring back Polytechnics, although it doesn’t seem such a bad idea does it? No its more about the confusion that exits’ as to what employers want, what students expect and who universities think they are. Are they educational establishments or training grounds for the next generation of employees?

Maybe they can be both but if identities are not made clear soon, those students who have worked so hard to get into the university of their choice may find themselves disappointed with what they end up with.

More quotes about education

For the pragmatist – A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole rail road.Theodore Roosevelt

Its about learning how to think – The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. Martin Luther King, Jr.

And you cant go wrong with MT – Education: the path from cocky ignorance to miserable uncertainty. Mark Twain

Staying the course – commitment

Posted on August 30, 2015 by Stuart Pedley-Smith

Yesterday Brendan Foster described Mo Farah as the greatest sportsman Britain has ever had. You may of course disagree, it’s probably one of those conversations best left to have in the pub, I am sure there are many worthy contenders. Farah responded modestly by saying that because we have so many great sportsman simply being put in the “great” category was amazing. He nominated his greats, David Beckham, Sir Alex Fergusson and Sir Steve Redgrave.

Watch Mo win the 5,000 meter gold at the world athletics championship 2015.

I have to confess to knowing little about sport or in fact having much interest, but what has always impressed and inspired me is the level of commitment successful sportsmen and women have. I have written in the past about Sir Steve Redgrave who won gold medals in five consecutive Olympics. How do you do that, how do you get up every morning and work towards a goal that is four years away, every day for 25 years?

Mandy Monday – procrastination

Mandy is a weight watcher character who promises to start her diet on Monday, in the interest of gender equality I am sure there is a male equivalent let’s call him Marty. Of course Monday never comes and so although Mandy sort of commits to Monday she constantly puts it off, choosing to do “other things” in preference. Initially this seems like you are delaying the pain in favour of the pleasure but I am not sure delaying something that is in your best interest is pleasurable? Pleasure implies satisfaction and I don’t think you feel satisfaction, probably more like relief.

Exams – you need to commit

It can be like this with studying and exams. Very few students want to sit an exam, its hard work, stressful and you might fail. So if you were given a choice when to sit the exam when would it be, Monday?

In fact delaying an exam can feel perfectly logical and rational. This is how the internal conversation might sound. “I have to sit this exam and it’s not going to be easy, to pass you need to know everything. There is no point sitting the exam if I am not 100% ready, an athlete wouldn’t enter a race if they weren’t 100% fit, it’s like that for me. The best thing to do is sit the exam in another month, another month is all I need, then I will be ready.”

The million dollar question is do you ever feel ready?

On demand exams – Set the date and stick to it

If the exam was once every four years my guess would be that most students would not put the exam off, can you imagine waiting another four years? But when an exam is on demand and its left to the individual when you have to take the exam, you never have to commit. At the back of your mind you know that you can always delay. This means you never made the commitment in the first place.

But how to commit – Take a calendar and pick the date you want to finish all of your exams, when you want to qualify, write it down. Then list out all the exams you have to pass to get there, set dates for these and write them down as well. Put them on a wall chart, electronic calendar, even post them on Facebook, they cannot change. These dates are no longer in your control; you have passed that to someone else and in so doing have made the commitment to yourself. Go on do it now!

And finally an antidote to exams

Not anti school, but pro education – If you have not seen any of these spoken word videos – watch this one. Why I hate school but love education, you will not be disappointed.

Ps if you like the no add video check out quite tube.

“You never fail until you stop trying.” – Toms story

Posted on July 27, 2015 by Stuart Pedley-Smith

The young Tom – inspiring us even then

I am not sure when I first met Tom but it was certainly early on in his studies. Tom was not your typical accountancy student, he was slightly older and perhaps more reflective, the two points may be related. Students studying for professional accountancy exams are probably around 25 and focused very much on looking forward, not back.

Tom started his exam journey in November 2009, his first 2 papers went well and he passed them first time. You need to pass 10 exams broken down over three levels if you want to become a member of the Chartered Institute of management accountants (CIMA). Boosted by this Tom decided to sit the next 4 papers all at once, something he now thinks was a mistake, he passed just the one. By the end of 2011 however he had passed the other 3. That was 6 papers and two levels complete, Tom was back on track.

“Even though the ship may go down, the journey goes on.” – Margaret Mead

2012 was not a great year for Tom on a personal level which almost certainly had an impact on his performance in the exam room. As a result the whole of that year went by with only one exam success. Between 2012 and 2013 Tom sat one of the remaining papers three times and the other one six times, to quote Tom, that’s six, count them 1…..2….3…..4…..5…..6….. He finally passed that paper in November 2013.

It’s probably worth pausing at this point, how would you feel if you sat an exam twice and failed, let alone 6 times. At this stage your biggest enemy is your own mental attitude. You begin to question your ability, your intelligence and even your choice of career. On top of this is the boredom and stress of having to study the same exam over and over again, trying to do something different, fearing if you don’t you will get the same result. And of course as many of you will know when you are studying your life is on hold, making decisions about work, family/friends is difficult as you need to put your studies first.

In fact Tom did consider giving up, but there were two reasons he didn’t. One the support of his teacher, Maryla who remained positive throughout whilst working with Tom on what he needed to do to improve, and two Toms stubborn attitude, his determination and desire to get something good from all the hard work he had put in so far. To quote Tom, “all I kept thinking was I have lost so much because of this bloody course I have to get something positive from it.” When Tom finally passed that paper he felt excited, and as if he had slain a personal demon.

“Adversity causes some men to break; others to break records.” – William Ward

With only one paper to go Tom was still to face a number of challenges, and it was far from plain sailing. Knowing a large amount of detail was essential for the earlier papers, now it was all about the big picture, prioritisation and time management.

He was told that gaining the qualification would open doors … So he imagined an open door, on the other side were green fields, money, cars, holidays, being the boss. This focus really helped motivate him to see it through. He passed his last exam on the 29^th of May 2015.

It had taken Tom 6 years, in which he had sat in the exam room approximately 22 times. This is not the story of someone who always knew he would pass, destined for success nor of a naturally gifted student who simply needed the right motivation to bring out his talent. This is about what you can achieve if you are willing to make sacrifices, give everything you have and learn from failure.

Congratulations Tom you deserve your success.

A Nostradamus moment – Predicting learning in the future

Posted on June 29, 2015 by Stuart Pedley-Smith

Last year along with a colleague I looked into some of the key trends that were shaping the world of Professional Education. The result was the production of a Learning Strategy completed in December 2014. The document highlighted some of what we thought might impact our organisation in the future. Taking the technologies, attitudes and resources of today and guessing how they might change is certainly brave, possibly foolish, but reading what others think is always interesting.

Tomorrow I will be visiting the Digital Education show in Earls Court; guest speakers include Sugata Mitra, Richard Gerver and Sir Ken Robinson. The topics up for debate are current, wide reaching and of course equally prophetic. Add to this the publication of the 2015 Horizon higher education report and you get an irresistible mix of views on the future, some of which I have highlighted below.

The measurement of learning will increase

Good teachers have always tracked student performance. It may have been in their head, summarised at the end of term in the form of a report but measuring student performance is certainly not new. The difference is now the results are more public, displayed in league tables showing winners and losers. In addition we have data not just on one student but thousands and once you have data, big data in fact, you analyse it, learning analytics is born. This allows you to make recommendations for improvement and predictions based on the observed trends and patterns. Given that new technologies make the gathering of data relatively easy, measuring student performance and the methods by which they learn will only increase.

All classroom courses will become a blend

The genie is out of the bottle, learning in a classroom complimented by the use of instructionally sound online resources offers so many benefits. It enables a more personalised learning experience, makes effective use of student time outside the classroom and is often mobile resulting in greater convenience. It is hard to see why you would ever have just classroom only courses again. Yet not all courses are a blend or to be precise although they have online resources they are little more than a classroom course with some online PDF’s or links that are not used due to poor quality, relevance or support from the teacher, so we still have some way to go.

Informal learning will emerge from the shadows

So wrong!

Informal learning or as it sometimes called student/curiosity led learning has always existed but is now more easily recognised. Teachers and educators are also beginning to invest time into using it more effectively. Once again technology is playing an important role by making knowledge more accessible and facilitating greater collaboration via online forums and social networks.

Video is an incredibly successful example of social learning, it’s hard to imagine but YouTube didn’t exist before 2005, that’s only 10 years ago. It now has 1 billion users, 300 hours’ of video are uploaded every minute and is available in 61 languages. A very practical example of learning with video can be found by clicking the banana – trust me you won’t be disappointed.

And that’s just three

I could equally have mentioned:

More money will be spent on personalisation and adaptive technologies
Greater acceptance of BYOD – your own devise that you take from home to class to work
Wearable learning technologies – think how wearable sports devices have expanded recently
Internet of things (IoT) – a network of connected objects that link the physical world with the world of information through the web could provide a wealth of new ways of learning

How did I do?

A similar blog from 2011

Blended – taking responsibility for your own learning

Posted on May 30, 2015 by Stuart Pedley-Smith

Blended course programmes are here to stay. The idea that studying comprises of both time in the classroom with others and time learning on your own using online or even traditional learning materials is certainly not new. Of course the purist will argue that blended learning has to or exclusively use online materials rather than a text book – no matter.

This blog is not about blended learning, more the implications of what studying on blended programmes means i.e. you have to study on your own and as a result take responsibility for how you learn.

Instructor led – easier

In a traditional classroom the teacher (instructor) stands at the front of the classroom and leads the learning. They tell you what to learn, when to learn, even how to learn. They also dictate the pace and mood of the delivery. There is of course nothing wrong with this and many students really value it, in fact it’s their preferred method of learning. Of course its far from perfect, not everyone learns at the same pace or in the same way, but let’s put that debate, or blog aside for another day.

With a blended programme the student has to leave the security of the classroom and enter the world of self managed learning (SML).

Student led (SML) -harder but more effective

Self managed learning gives the student great power, they can study what they want, perhaps not the subject matter but certainly the order, when they want, how they want etc. However as Spiderman* once said, with great power comes great responsibility. You now have to take responsibility for the result. This means if something doesn’t make sense it’s not the teacher’s fault it’s yours!

Its perhaps even more basic than that, you are also responsible for how long you spend studying, you don’t have to do anything if you don’t want to. You can study on a Monday or Wednesday, or just the weekend. You can study for one hour or for 20 minutes. And there lies the problem, when it’s up to the individual a lot of people take the easy way out, the route of least resistance and put it off for another day.

However when you do take responsibility, the quality of the learning is significantly improved. Listening to the teacher is easy but not always that effective. The SMLearner has to set goals, monitor their performance and finally reflect, how well did they do compared with how well they thought they would? It is partly this process that makes the learning so good, but it will feel harder.

How to be a SML

These may all be worth covering in more detail in another blog but for now think of this as a check list.

Use a timetable – Google calendar is great for this. Put in all your key dates including exactly what you will do e.g. read chapters one to three – make notes – answer question 2,3 and 4.
Have a place to learn. This might seem obvious but you need somewhere that is quiet, plenty of space, good lighting, with little distraction. Perhaps most important is that you know that when you are in this room you feel ready to study.
Read carefully, I have written on this before. Underline key points as you go. Don’t just read, you have to think as well.
Make notes, even if you have pre- prepared ones. Once again I have written on the best way to do this. If you are following an e learning module make notes as you work through the online guidance.
Listen to your internal dialogue. When you are working alone just make sure that what you are saying to yourself is positive. Remember this is not about telling yourself everything will be fine, it’s about moving forward e.g. I just don’t understand this, what I need to do is read it again perhaps from another book.

Taking responsibility

Want to find out more about taking responsibility for learning – watch video 1 – video 2 – video 3. They are all less than three minutes long and well worth it.

PS *Of course Spiderman can’t really talk it was Stan Lee the writer of Spiderman, although Franklin D Roosevelt and others have also been quoted as saying this or something similar.

Election special – who has had the best education?

Posted on April 29, 2015 by Stuart Pedley-Smith

The direction in which education starts a man will determine his future in life

Plato

Inspired by the election and the personalities that have been thrust upon us during the run up to next Thursdays vote, I thought it might be interesting to look at the academic backgrounds of those that have ambition to be Prime Minster. It might even give you some help in choosing who to vote for.

The contenders

David Cameron – born 1966 – David William Donald Cameron was bought up in Peasemore, Berkshire his father was a stockbroker and mother a retired Justice of the Peace. He attended Heatherdown Preparatory School (12 O levels – 4 A’s, 5 B’s, a C and 2 below C) before moving to Eton, the school that can boast 19 past British Prime Ministers. After A levels (3 A grades) he went to Brasenose College, Oxford, from which he graduated in 1988 with a first in philosophy, politics and economics.

Ed Miliband – born 1969 – Edward Samuel Miliband went to Haverstock Comprehensive School (Labours Eton), North London. His father, a Polish Jew, was one of the leading Marxist theorists of his generation. His mother, Marion Kozak, is a long-standing human rights campaigner. After completing his A Levels (A,A,B,B) he read Philosophy, Politics and Economics at Corpus Christi College, Oxford, gaining a 2:1 and later Economics at the London School of Economics where he received his MSc.

The King makers

Nick Clegg – born 1967 – Nicholas William Peter Clegg was raised in Buckinghamshire by his Dutch mother, a special needs teacher and his half Russian father, Nicholas P Clegg CBE, the chairman of united trust bank. Clegg was educated at two independent schools, Caldecott School in Farnham Royal in South Buckinghamshire, and later at Westminster School in Central London. He went on to study Social Anthropology at Cambridge (2:1) and continued post graduate studies at University of Minnesota through a scholarship where he wrote a thesis on the political philosophy of the Deep Green movement. He then went to the College of Europe in Bruges for his Masters.

Nigel Farage – born 1964 – Nigel Paul Farage grew up in the Kent village of Downe. His father, Guy Justus Oscar Farage, was a stockbroker and heavy drinker left the family home when he was five. He was educated at Greenhayes School for Boys in West Wickham, then Eden park before joining Dulwich College (The Dulwich experiment) an independent public school in south London. After A levels he decided not to go to university, but to work in the City, trading commodities at the London Metal Exchange.

Nicola Sturgeon – born 1970 – Nicola Ferguson Sturgeon is the eldest of three daughters born to Robert Sturgeon, an electrician, and Joan Kerr Sturgeon a dental nurse. She grew up in Prestwick and Dreghorn and attended Dreghorn Primary School and then Greenwood Academy. She later studied at the University of Glasgow, where she read Law and graduated with a Bachelor of Laws (Hons) and a Diploma in Legal Practice.

And the winner is………

By most people’s standards all our candidates had a very good education, progressed academically and enjoyed school life. In addition, with the exception of Nigel Farage whose father left when he was 5, all have had full parental support.

Some statistics-In 1981 around the time David Cameron was taking his O levels only 25% of students got 5+ GCSE O levels, and around 10% went on to gain 3 A level passes. In 2014 (admittedly many years later – but it will give us an idea) Oxford received 17,000 applications for 3,200 places, that’s a 5% chance of being accepted. So Cameron, Miliband and Clegg all stand out. Farage and Sturgeon are clearly well educated but do not have such a strong academic background.

Not a political statement but

Overall for me the person who has had the “best” education is Nick Clegg. David Cameron and to a lesser extent Ed Miliband have had a rather insular academic journey. But Clegg went to Cambridge, then travelled to the US and Europe to study, which must have broadened his views, exposing him to the opinions and cultures of other students, many with different backgrounds . And in second place I would probably go for Nigel Farage, yes I did say Nigel Farage, not the man you understand, but as a good A level student he went into the world of work, the university of life argument.

PS – The former Conservative Prime Minister John Major famously left his comprehensive school, Rutlish, in London with three O-Levels: history, English language and English literature.

Playing the game – Tips for answering objective tests

Posted on March 30, 2015 by Stuart Pedley-Smith

Which is the real logo?

Objective tests (OT’s) are becoming increasingly popular.

There are many reasons for this; educationally one of the big advantages is because, they are objective i.e. the mark is accurate, it’s either right or wrong.

It may come as a surprise to some students but when people mark there will be a slight (we hope) difference, its called marker bias.

The more cynical might argue that the examining body introduces them to simply save money. Whatever the justification students will find OT’s being used more frequently, at all levels and so need to be prepared.

But OT’s must be easier?

Answering a question like…. which one of the following best explains how a car engine works a-b-c-d, must be easier than writing/typing an answer explaining how a car engine works – right?

Well perhaps not, what if all of the answers are plausible? Think of the mental process you go through trying to distinguish between them, digging deep into your understating, looking for a word in the question that might give a clue, might help you narrow down your options. And even if you do narrow them down to let us say, 50:50, there are no method marks, it’s either right or wrong; it’s 50% of a full mark or 50% of no mark. The student answering the written question is unlikely to get no marks at all even on a question they don’t really understand.

Personally I think OT questions are more difficult from a student’s perspective but very useful for examining bodies as part of the assessment process. But they should only be part of that assessment process; other types of assessment should also be used.

Playing the OT game – Tips

But what can be done, how can you improve your chances of passing OT’s?

Well there are the simple things like, make sure you read the question carefully. This is much easier if it is a paper based test where you can underline exactly what you have been asked to do. I have written in the past about the importance of underlining. It helps the brain focus on what is important and what is not. This is made much harder when the OT questions are on the screen. In these circumstances I would suggest you write out the key words on a pad or white board.

Answer the questions you can answer first and leave the longer more debatable questions until the end, and follow the advice of Ludy T. Benjamin, et. al (1984). She identified you are better changing your original answer to another one if you doubt it. This is very much the opposite of conventional wisdom that suggests the first answer you come up with is probably correct. But be careful, this is only if you doubt your original answer. The argument being that when looking at the question a second time you can tell something isn’t right and so will spend more time on the question than before, changing to a more plausible one.

There are some more sophisticated techniques that can help reduce the odds, I have summarised them below. Many of these I have borrowed from a more comprehensive article written by a colleague, John Bennett – thanks John.

Distracters – these are questions that contain an answer very similar to the real one and are often plausible. The technique is to cover up all the answers, so that they don’t distract, work out what you think the answer is, then reveal. Hopefully your answer will be in the list.
Go for the long answers – William Poundstone author of “Rock Breaks Scissors” noticed that the longest answer on multiple choice tests was usually correct. “Examiners have to make sure that right answers are indisputably right,” he says. “Often this demands some qualifying language. They may not try so hard with wrong answers.”
Eliminate the outliers – Another Poundstone tip is to look out for one of the answers that is very different to the others, and if you find the outlier it’s probably wrong. So for example if you had 4 numerical answers a£0.46 – b£0.54 – c£0.55 – d£1.60. The outlier in this sequence of numbers is d and is unlikely to be correct. It doesn’t of course give you the answer but it will at least improve your odds.
Find opposites – An easy one next, where two answers are exact opposites, the answer is more likely to be one of those two.
Look out for general words – The University of Minnesota identified that the question that use general words such as, mostly, possibly, often, usually, will “often” be the correct one. This is because when an examiner wants to write an incorrect answer they will be far more specific e.g. it will NEVER rain on Friday as opposed to Friday is OFTEN the wettest day of the week.
Negative worded questions – when questions ask which of the following is NOT true mark off the ones that ARE true first. The brain struggles to recognise negatives, so you need to put the question in terms of positives, what it is as appose to what it is not.

There are of course more techniques but you don’t want to enter the exam worrying more about the techniques than the exam itself.

And don’t forget hard work – exam tips only stop you failing

And as you would expect me to say, these tips only help you play the game better, hard work, studying and practising questions are far more important.

The answer is 3 – Amazon sells everything from A – Z and that puts a smile on your face

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