Capacity Demand Curve in ISO-NE: Responses to Initial Stakeholder Inquiries
Developing research capacity in Initial Teacher Education through the introduction of Capstone Study
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http://insight.glos.ac.uk/tli/activities/ntf/creativehops/pages/default.aspx
Mick Healey
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What is a capstone module?
• The capstone module acts as an integrative and culminating module and is central to the student being able to demonstrate the high-level skills and knowledge required to earn a degree-level qualification
Guide to the European Capstone Module (2007:iii)
A SYNTHESIS PROJECT
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How could it benefit students?
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Theoretical framework
Instructional, didactic
paradigm (Bar and Tagg,
1995)
Learning paradigm
(Bar and Tagg, 1995)
Engaged Learning paradigm
(Hodge, Marcia and Hayes, 2009)
Dependence Independence and ‘Self-authorship’
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What did we need it to do?
• include issues and problems which are relevant to the programme of study i.e. the BEd degree;
• relate to a theoretical base;
• be sufficiently focussed to allow for the development of depth in the work;
• have a manageable timescale.
The capstone project had to:
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How could we get it started?
Project refinement would involve discussion and negotiation between students and staff to ensure that the project was realistic, achievable and valid
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What about Supervision?
The capstone project is ‘owned’ by the student
The supervision of the project is based on a partnership between
the supervisor and the student
The responsibility for the learning is borne largely by the student
with the supervisor acting in a supportive
role
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Output criteria
CONTINUUM
Single, research-based project
• Theory-supported
empirical research • Secondary-source,
review-based studies • Conceptual or theory-
based research
Product-based output
• To include a
supporting manual or Evaluation of the design process • Learning resource • Piece of software • Prototype • Web-based
product
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General Assessment Criteria European Capstone Module, Pg. 18
The extent to which the student is able to provide an account of knowledge acquired within the subject area that
their capstone project addresses
The extent to which the student is able to evaluate the knowledge acquired in
completing the capstone project
The extent to which the student has been able to adapt knowledge and ideas in shaping the design of their
capstone project and in making sense of findings
The extent to which the student has been able to move from an explanation
of findings to valid conclusions
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Assessment of the European Bachelor Capstone European Capstone Module, Pg. 20
Demonstrated knowledge and understanding in a field of study
Demonstrated an ability to apply their knowledge in a professional and appropriate manner
Demonstrated higher-level competences appropriate to the academic field or vocation
Demonstrated the ability to gather relevant data and to interpret these to inform judgements on relevant social/scientific/ethical issues
Demonstrated that they can communicate information, ideas, problems and solutions in a clear and concise manner
Demonstrated that they have developed the learning skills to undertake the study with a degree of autonomy
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Issues for consideration
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Guidance booklets A Guide for
Students A Guide for Supervisors
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Timeframe PERIOD EVENT
BEd 3 – Semester 2
Weeks 13-25
Understanding the Capstone Project
Educational research methods
BEd 3 – Weeks 24-26
Consultation with potential supervisor/s
Preparation of Capstone research proposal
Submission of research proposal in Week 26
Allocation of supervisor/s
BEd 3 Week 28
First brief meeting with supervisor/s
BEd 4 Weeks 1-3
First formal meeting with your supervisor/s
BEd 4 Weeks 4-12 Further consultation meetings
School visits if required
Development of projects
BEd 4 Week 13
Submission of Capstone Projects
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Evaluation - Overall
Survey was conducted using SurveyMonkey following submission of the projects
86% ‘An excellent/very good learning experience’
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Evaluation – Level or preparation
59% ‘I felt very/fairly well prepared to
undertake my project’
I wasn't sure what was expected and the
lecturers didn't seem to have a coherent
understanding of what was wanted
As it was new it took me time to understand
what was required
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Evaluation - Supervision
14% ‘I met with my supervisor
once a month’
86% ‘I met with my supervisor either once a week or once
a fortnight’
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Evaluation – Supervision
91%
‘I found my Capstone supervision to be
excellent/very good’
We had some of our meetings as a class group which was
really good because we could all ask questions and some
people had thought of things that I maybe hadn't
[My supervisor…] was fantastic and had a real
interest in my project
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Evaluation – Knowledge and understanding
95% ’my knowledge and understanding
of my research topic improved well or very well’
90% ’my knowledge and understanding of educational research improved
well or very well’
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Evaluation – Knowledge and understanding
Capstone gave me a deep insight into my chosen topic - very
worthwhile!
I feel it will be good to discuss
it in job interviews.
it showed me new
research methods and give me a great
understanding of the research process
It was also very useful on Teaching Practice for those
who created a Resource Pack. Other teachers were
very impressed by the amount of work carried out
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Outcomes
Classification Primary (81) Post-Primary (43)
1st 52 64% 18 42%
2:1 27 33% 20 46%
2:2 1 1% 5 12%
Non-submission 1 1% 0 0
Average mark 73 68
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External examiner
The Capstone project provided students with an excellent opportunity through which to demonstrate their understanding of
teaching and to develop their own learning. It looks as if there have been gains in learning from personalising the curriculum to students’ own learning journey. I am not surprised, but am
impressed, by the fact that some of the best assignments have been published on the Teacher Education Advancement Network’s
website. The fact that this assignment familiarises students with the language of professional enquiry means that even more ordinary
examples of the assignment mean that all student teachers share a common language about professional development which will have important consequences for the future strengthening of learning in
the teaching profession in Northern Ireland.
Dr Beth Dickson, University of Glasgow
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Future development
Further submissions to the TEAN Educators’
Storehouse
Further submissions to the Undergraduate
Awards
Possible development of Collaborative
submissions
St. Mary’s University
College
Capstone Conference
2015
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Useful resources
• University of Gloucester - Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects
http://insight.glos.ac.uk/TLI/ACTIVITIES/NTF/CREATIVEHOPS/Pages/default.aspx#
• Guide to the European Capstone Module –
Lifelong Learning Programme http://ave.dee.isep.ipp.pt/~mbm/capstone/files/
Capstone-Guide-Final_EN_V2.pdf
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Thoughts