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Note: This report summarises several case studies that were presented by Aberystwyth University PGCTHE candidates at the Learning and Teaching Action Research Conference on 28 January 2010.

As Norton, (2009) writes in her book, ‘Action Research in Teaching and Learning’, there are two traditions of action research (Norton, 2009:51). The American version originated with the work of Lewin, an American psychologist of the 1940s who linked research in universities to bringing about social change, with his famous quote, there is nothing so practical as a good theory’ (Lewin, 1951: 169). The British tradition links research to improvement in educational practice, through various sub-traditions including the ‘teacher-researcher’ movement of the 1070s (see Stenhouse, 1971; 1975). In the January 2010 Learning and Teaching Action Research Conference at Aberystwyth University, it was captivating to see both of these traditions merge to create some truly progressive and creative teaching interventions. For instance, Sonia Consuegra experimented with a practical approach to teaching genetics, to non-geneticists and found a 22% increase in performance from one year to the next through small-scale changes in teaching methods and assessment. Sabine Sorgel examined the topic of lectures and constructive alignment, whilst Sujitha Subramanian did some innovative work examining the impact of different student configurations on seminar dynamics (and therefore learning). As the conference progressed, some fascinating ‘conversations’ emerged and weaved in and through the various topics. Stephen Greer added empirical depth to Mosteller’s (1989) Classroom Assessment Technique (CAT) and used podcasts to respond to several typologies of student questions. Steve used the Podcast LX tool, one of the Campus Pack Web 2.0 tools for Blackboard purchased as part of the Gwella projects.  

Jessica Gibbs’ presentation on her research-based teaching approach to the skills module, ‘Studying Cuban History Through Film’ also sought to kindle student enthusiasm and engagement by giving students the opportunity to devise their own guided research topics and questions. Paul Newland’s work looked at the positive impacts on employability and skills development through a movement away from exams to a portfolio approach in a level 1 module, whilst Andrew Filmer examined how the interrelatedness of theory and practice can be best managed in the learning environment through ‘creative dialogue’. Kate Wright sought to develop her students’ critical understanding of the links between theory and literature through the introduction of a template to guide students’ critical and reflective thinking. 

The mini-conference operated on several levels. Firstly, it acted as a forum for disseminating good practice, with the recording of some of the presentations extending this to a wider audience than was able to attend on the day. Secondly it allowed participants part way through Aberystwyth University’s Post Graduate Certificate in Teaching in Higher Education (PGCTHE) to benchmark their performance against other participants’ presentations. Finally, it acted as a way for new PGCTHE participants to see what was possible and inspire ideas for their own teaching ‘interventions’. As an observer of the presentations, it was truly a pleasure to see the reflection, thought and innovation that the presenters evidenced in their teaching practices, echoing the results of the 2010 THES student experience survey, which ranks teaching at Aberystwyth University amongst the best in the UK. 

References:

1. Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.
2. Mosteller, F. (1989). The “Muddiest Point in the Lecture” as a Feedback Device. On Teaching and Learning 3. Cambridge, Massachusetts: Harvard University, Derek Bok Center for Teaching and LearningNorton, L (2008) ‘Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities’. London: Routledge
3. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman.