{"id":1129,"date":"2018-11-26T00:01:36","date_gmt":"2018-11-26T00:01:36","guid":{"rendered":"https:\/\/research.reading.ac.uk\/education\/?p=1129"},"modified":"2023-01-31T00:49:48","modified_gmt":"2023-01-31T00:49:48","slug":"blog-post","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/","title":{"rendered":"BLOG POST (by Nasreen Majid) &#8211; Using peer learning for Part 2 students to learn from the research experiences of Part 3 students"},"content":{"rendered":"<h3>This blog post is written by <a href=\"https:\/\/www.reading.ac.uk\/education\/about\/staff\/n-majid.aspx\">Nasreen Majid<\/a> (Lecturer in Primary Mathematics and Director of the BA Primary Education (QTS) programme at the University of Reading\u2019s Institute of Education).<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-1136 aligncenter\" src=\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp2-1024x681.png\" alt=\"\" width=\"640\" height=\"426\" srcset=\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp2-1024x681.png 1024w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp2-300x200.png 300w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp2-768x511.png 768w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp2.png 1710w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/p>\n<p>All students on the BA Primary Education (QTS) programme develop a piece of final-year research project, entitled <strong>Advanced Teaching Project (ATP)<\/strong>. This blog summarises how the ATP conference is used to develop peer learning in order for Part 2 students to learn from the research experiences of Part 3 students (Nelwati, Abdullah, &amp; Chan, 2018).<\/p>\n<p>The main objectives of this activity were:<\/p>\n<ul>\n<li>Develop sustained and structured scaffolds to undertake effective undergraduate research<\/li>\n<li>Develop high quality peer learning opportunities<\/li>\n<li>Develop a culture of educational research<\/li>\n<li>Enable an understanding that teaching is a research informed profession<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>The context<\/strong><\/p>\n<p>Module ED3PI1 is a 40-credit module, assessed through an 8,000-word ATP dissertation. The ATP develops our trainee teachers\u2019 educational research skills. The preparation for this project starts at the end of Part 2, with an introductory lecture and a conference in the summer term, showcasing the research undertaken by Part 3 students (Kneale, Edwards-Jones, Walkington, &amp; Hill, 2016).<\/p>\n<p>The conference aims are firstly to celebrate the outstanding work undertaken by our students and the teaching aim is for peer learning where Part 3 presentations and posters inform Part 2 students on the best approaches to write a strong piece of undergraduate research. This approach amplifies the impact of learning as it is an exchange between peers and based on Part 3 students\u2019 experiences of writing their ATP over an academic year.<\/p>\n<p>The student presentations highlight the research undertaken, how they conducted their literature review, their methodological approach and the effectiveness of this. The students share \u2018top tips\u2019 throughout the presentation to enable collaborative learning. The presenters use Mentimeter to generate questions, thus providing an anonymous platform for Part 2 students to ask questions freely (Skoyles &amp; Bloxsidge, 2017).<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-1135 aligncenter\" src=\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-1024x681.png\" alt=\"\" width=\"640\" height=\"426\" srcset=\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-1024x681.png 1024w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-300x200.png 300w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-768x511.png 768w, https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1.png 1708w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>The impact<\/strong><\/p>\n<p>The ATP conference sets a foundation for the students to develop a sustained and structured approach to undergraduate research. This is measured by the way students engage with their ATPs and the quality of research output. Furthermore, the ATP work serves as a springboard for some Part 3 students to undertake Masters level study as well as being encouraged to publish their research. A major impact of the conference is the high quality peer learning opportunities that take place. This culminates to our students building a strong identity as educational researchers (R\u00e5desj\u00f6, 2018).<\/p>\n<p>The materials shared at the conference (e.g. PowerPoint presentations and posters) are drawn upon during the ED3PI1 teaching input to further consolidate the learning experience gained during the ATP conference. Moreover, videos, as developed by Part 3 presenters on \u2018top tips\u2019 for students working on their ATPs, are also shared across the academic year to facilitate further learning of the students. The link below can be used to access the \u2018top tips\u2019 videos developed by the presenters.<\/p>\n<p><iframe loading=\"lazy\" title=\"ATP Conference 2018 with Will\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/hwgG-Ct6Pww?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"ATP Conference 2018 with Lauren\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/4jkc-Nl07e0?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"ATP Conference  2018 with Ellie\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/shxRLDj8Jl8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"ATP Conference 2018 with guest keynote speaker Dr Diana Sousa of UCL IoE\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/9viLz0EyBlY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"ATP Conference 2018 with Bethany\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/CaHbkG3k3Jc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p><strong>My reflections on the process<\/strong><\/p>\n<p>The process of developing high quality projects for the ATP, using a peer learning model, provides a strong opportunity for students to collaborate and learn from the previous cohort\u2019s experiences. It is clear from the observations that the Part 2 students gain a great deal from listening to and being assured by the Part 3 students about the ATP writing and learning process. Evidently, learning from peers and understanding that the Part 3 students were in the same situation one year ago, provides food for thought for the Part 2 students and enables then to recognise that, although the work is very challenging, it is \u2018doable\u2019 to a high standard because they have seen outstanding examples of work from their peers. Overall, I am always impressed by the work that goes into the presentations and the professional way the Part 3 students deliver their research to their peers.<\/p>\n<p>More details of the ATP conference can be found <a href=\"http:\/\/blogs.reading.ac.uk\/ioe-news-and-events\/2018\/06\/06\/at-the-annual-student-teacher-research-conference-there-was-an-astonishing-range-of-talent-and-also-a-fair-hint-of-nostalgia\/\"><strong>here<\/strong><\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>References<\/strong><\/p>\n<p>Kneale, P., Edwards-Jones, A., Walkington, H., &amp; Hill, J. (2016). Evaluating undergraduate research conferences as vehicles for novice researcher development. <em>International Journal for Researcher Development, 7<\/em>(2), 159-177. doi:10.1108\/IJRD-10-2015-0026<\/p>\n<p>Nelwati, Abdullah, K. L., &amp; Chan, C. M. (2018). A systematic review of qualitative studies exploring peer learning experiences of undergraduate nursing students. <em>Nurse education today, 71<\/em>, 185-192. doi:10.1016\/j.nedt.2018.09.018<\/p>\n<p>R\u00e5desj\u00f6, M. (2018). Learning and growing from \u2018communities of practice\u2019: autoethnographic narrative vignettes of an aspiring educational researcher\u2019s experience. <em>Reflective Practice, 19<\/em>(1), 68-80. doi:10.1080\/14623943.2017.1361917<\/p>\n<p>Skoyles, A., &amp; Bloxsidge, E. (2017). Have you voted? Teaching OSCOLA with Mentimeter. <em>Legal Information Management, 17<\/em>(4), 232-238. doi:10.1017\/S1472669617000457<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This blog post is written by Nasreen Majid (Lecturer in Primary Mathematics and Director of the BA Primary Education (QTS) programme at the University of Reading\u2019s Institute of Education). All&#8230;<a class=\"read-more\" href=\"&#104;&#116;&#116;&#112;&#115;&#58;&#47;&#47;&#114;&#101;&#115;&#101;&#97;&#114;&#99;&#104;&#46;&#114;&#101;&#97;&#100;&#105;&#110;&#103;&#46;&#97;&#99;&#46;&#117;&#107;&#47;&#101;&#100;&#117;&#99;&#97;&#116;&#105;&#111;&#110;&#47;&#50;&#48;&#49;&#56;&#47;&#49;&#49;&#47;&#50;&#54;&#47;&#98;&#108;&#111;&#103;&#45;&#112;&#111;&#115;&#116;&#47;\">Read More ><\/a><\/p>\n","protected":false},"author":354,"featured_media":1135,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"__cvm_playback_settings":[],"__cvm_video_id":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[17],"tags":[],"class_list":["post-1129","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-latest-news-blog-posts"],"acf":[],"aioseo_notices":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research\" \/>\n<meta property=\"og:description\" content=\"This blog post is written by Nasreen Majid (Lecturer in Primary Mathematics and Director of the BA Primary Education (QTS) programme at the University of Reading\u2019s Institute of Education). All...Read More &gt;\" \/>\n<meta property=\"og:url\" content=\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/\" \/>\n<meta property=\"og:site_name\" content=\"Education Research\" \/>\n<meta property=\"article:published_time\" content=\"2018-11-26T00:01:36+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2023-01-31T00:49:48+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-1024x681.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1024\" \/>\n\t<meta property=\"og:image:height\" content=\"681\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Natthapoj Vincent Trakulphadetkrai\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Natthapoj Vincent Trakulphadetkrai\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/\",\"url\":\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/\",\"name\":\"BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research\",\"isPartOf\":{\"@id\":\"https:\/\/research.reading.ac.uk\/education\/#website\"},\"datePublished\":\"2018-11-26T00:01:36+00:00\",\"dateModified\":\"2023-01-31T00:49:48+00:00\",\"author\":{\"@id\":\"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/d6d1b9bc34076a116f056a4e0638bec7\"},\"breadcrumb\":{\"@id\":\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/#breadcrumb\"},\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/research.reading.ac.uk\/education\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"BLOG POST (by Nasreen Majid) &#8211; Using peer learning for Part 2 students to learn from the research experiences of Part 3 students\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/research.reading.ac.uk\/education\/#website\",\"url\":\"https:\/\/research.reading.ac.uk\/education\/\",\"name\":\"Education Research\",\"description\":\"University of Reading\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/research.reading.ac.uk\/education\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-GB\"},{\"@type\":\"Person\",\"@id\":\"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/d6d1b9bc34076a116f056a4e0638bec7\",\"name\":\"Natthapoj Vincent Trakulphadetkrai\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-GB\",\"@id\":\"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/908447051b757ef6a71f1538c12dcfae66657198a00d1321bb7dbeffcabc426e?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/908447051b757ef6a71f1538c12dcfae66657198a00d1321bb7dbeffcabc426e?s=96&d=mm&r=g\",\"caption\":\"Natthapoj Vincent Trakulphadetkrai\"},\"url\":\"https:\/\/research.reading.ac.uk\/education\/author\/pp906137reading-ac-uk\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/","og_locale":"en_GB","og_type":"article","og_title":"BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research","og_description":"This blog post is written by Nasreen Majid (Lecturer in Primary Mathematics and Director of the BA Primary Education (QTS) programme at the University of Reading\u2019s Institute of Education). All...Read More >","og_url":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/","og_site_name":"Education Research","article_published_time":"2018-11-26T00:01:36+00:00","article_modified_time":"2023-01-31T00:49:48+00:00","og_image":[{"width":1024,"height":681,"url":"https:\/\/research.reading.ac.uk\/education\/wp-content\/uploads\/sites\/35\/2018\/atp1-1024x681.png","type":"image\/png"}],"author":"Natthapoj Vincent Trakulphadetkrai","twitter_card":"summary_large_image","twitter_misc":{"Written by":"Natthapoj Vincent Trakulphadetkrai","Estimated reading time":"4 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/","url":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/","name":"BLOG POST (by Nasreen Majid) - Using peer learning for Part 2 students to learn from the research experiences of Part 3 students &#183; Education Research","isPartOf":{"@id":"https:\/\/research.reading.ac.uk\/education\/#website"},"datePublished":"2018-11-26T00:01:36+00:00","dateModified":"2023-01-31T00:49:48+00:00","author":{"@id":"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/d6d1b9bc34076a116f056a4e0638bec7"},"breadcrumb":{"@id":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/#breadcrumb"},"inLanguage":"en-GB","potentialAction":[{"@type":"ReadAction","target":["https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/research.reading.ac.uk\/education\/2018\/11\/26\/blog-post\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/research.reading.ac.uk\/education\/"},{"@type":"ListItem","position":2,"name":"BLOG POST (by Nasreen Majid) &#8211; Using peer learning for Part 2 students to learn from the research experiences of Part 3 students"}]},{"@type":"WebSite","@id":"https:\/\/research.reading.ac.uk\/education\/#website","url":"https:\/\/research.reading.ac.uk\/education\/","name":"Education Research","description":"University of Reading","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/research.reading.ac.uk\/education\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-GB"},{"@type":"Person","@id":"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/d6d1b9bc34076a116f056a4e0638bec7","name":"Natthapoj Vincent Trakulphadetkrai","image":{"@type":"ImageObject","inLanguage":"en-GB","@id":"https:\/\/research.reading.ac.uk\/education\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/908447051b757ef6a71f1538c12dcfae66657198a00d1321bb7dbeffcabc426e?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/908447051b757ef6a71f1538c12dcfae66657198a00d1321bb7dbeffcabc426e?s=96&d=mm&r=g","caption":"Natthapoj Vincent Trakulphadetkrai"},"url":"https:\/\/research.reading.ac.uk\/education\/author\/pp906137reading-ac-uk\/"}]}},"_links":{"self":[{"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/posts\/1129","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/users\/354"}],"replies":[{"embeddable":true,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/comments?post=1129"}],"version-history":[{"count":6,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/posts\/1129\/revisions"}],"predecessor-version":[{"id":1326,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/posts\/1129\/revisions\/1326"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/media\/1135"}],"wp:attachment":[{"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/media?parent=1129"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/categories?post=1129"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.reading.ac.uk\/education\/wp-json\/wp\/v2\/tags?post=1129"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}