Presentation on theme: "Www.escalate.ac.uk FDTL Final Conference 3 – 4 November 2009 Nottingham Voices: Drawing from Learning and Teaching Projects Conceptual Change."— Presentation transcript:
www.escalate.ac.uk FDTL Final Conference 3 – 4 November 2009 Nottingham Voices: Drawing from Learning and Teaching Projects Conceptual Change
www.escalate.ac.uk Book details All conference participants will be sent a copy; Final editing, layout, and printing in progress; Available in December from all good stockists!
www.escalate.ac.uk Book creation Collaborative; Explore insights and innovations in teaching and learning; Intended for a wide HE audience; Recognises that dissemination does not equate to impact; FDTL seen as a testing ground for conceptual change
Section Two Conceptual change Sub-editor Tony Brown Chapter Four Conceptual change – FDTL in the context of the TQEF Rachel Segal Chapter Five From FDTL to CETL: reflections on a journey Mark Stone and Rebecca Turner Chapter Six Emergent conceptions of enquiry-based learning Paul Tosey, Juliet McDonnell and David Airey
Conceptual Change – the focus Trajectories for individuals and communities of practice; Moments of theorisation as critical points; Notions of change and risk;
The details Rachel Segal explores some meanings used to frame conceptual change Mark Stone and Rebecca Turner describe how the progression experience of students in the Student Progression and Transition (SPAT) project was used to nurture communities of practice in the HELP Cetl Paul Tosey et al developed a conceptual systems model to describe the evolution of EBL at different levels from module, programme, school, institution Tony Brown was interested in the dynamics of power, negotiation and the interaction between team and individual.