The lessons learnt from Willy Wonka (includes alternate ending)

Despite all that research has taught us, lectures and seminars still continue to be largely delivered in the classroom, with students sat in rows for far too long. Lecturers offer information, which some students choose to absorb. Some students choose not to, or don’t have the nature to be able to. So, what if we change this? What happens? And even more crucially, what can we do to use the ‘student voice’ to enhance how they learn and what they learn? Following a successful pilot in Experiential Education which we presented at the LJMU conference in 2013 we made developments which allow students to shape their own learning experience - truly engaging them in delivery. With Nick changing institutions at the beginning of this academic year we have both continued to explore Experiential Educational but in different ways. This presentation examines these developments and looks at three key areas: 1) The needs of students (which they weren’t shy in making clear to us!) and the differing learning styles they have, to see how teachers can use them to deliver an all-encompassing experience which is interactive, engaging and informative. 2) A taster of the technologies involved in flipped classrooms and the benefits of experiential education. 3) The reflective nature of learning journals to encourage the student voice to be raised (and then heard). Charlie got the Golden Ticket because he dreamt about it, because he did everything he could to get it. So, where did the others go wrong? And what could Wonka have done about this

Team Based Learning (TBL™) works for law students

Students take individual readiness assurance tests, then take the same test as a group. The group use the trademarked Instant Feedback Assessment Technique, essentially scratchcards, so they immediately know if they got the right answer. By assessing the students’ readiness to move on to application exercises we should be able to address gaps in learning early on

Disagreement about Evidence-Based Policy

Evidence based-policy (EBP) is a popular research paradigm in the applied social sciences and within government agencies. Informally, EBP represents an explicit commitment to applying scientific methods to public affairs, in contrast to ideologically-driven or merely intuitive “common-sense” approaches to public policy. More specifically, the EBP paradigm places great weight on the results of experimental research designs, especially randomised controlled trials (RCTs), and systematic literature reviews that place evidential weight on experimental results. One hope is that such research designs and approaches to analysing the scientific literature are sufficiently robust that they can settle what really ‘works’ in public policy. Can EBP succeed in displacing reliance on domain-specific expertise? On our account, this is seldom, if ever, the case. The key reason for this is that underlying this approach is generally an appeal to argument by induction, which always requires further assumptions to underwrite its validity, and if not induction, some other argument form that also requires assumptions that are very often not validated for the case at hand

Measuring authentic living from internal and external perspectives: A novel measure of self-authenticity

Self-authenticity refers to knowing and being oneself despite societal expectations, a concept closely related to values-based therapeutic interventions. Authentic living is currently measured using three validated psycho- metric scales; however these have limitations including issues with length, theoretical instability, and lack of measurement invariance testing. The present study sought to develop a novel measure of self-authenticity to resolve these limitations, and to provide further empirical evidence as to the structure of self-authenticity. Using a large sample, split into two subsamples, the novel Self-Authenticity Measure (SAM) was developed and found to be reliable. We present evidence of convergent and concurrent validity, as well as a degree of incremental validity over one of the previously developed authenticity scales. Furthermore, construct validity and (config- ural) measurement invariance were demonstrated through confirmatory factor analysis. Thus, though the measure was initially developed for use with sexual-minority groups, it appears to function similarly in a het- erosexual sample. Self-authenticity correlated with constructs related to psychological flexibility, suggesting that therapeutic techniques based on valued living could increase self-authenticity in individuals. The SAM affords researchers the opportunity to measure self-authenticity from internal (knowing and being oneself) and external (being oneself around others) perspectives. Further testing of measurement invariance is recommended

Reply to comment by A. G. J. Hilberts and P. A. Troch on "Influence of capillarity on a simple harmonic oscillating water table: Sand column experiments and modeling"

We thank Hilberts and Troch [2006] for their comment on our paper [Cartwright et al, 2005]. Before proceeding with our specific replies to the comments we would first like to clarify the definitions and meanings of equations (1)-(3) as presented by Hilberts and Troch [2006]. First, equation (1) is the fundamental definition of the (complex) effective porosity as derived by Nielsen and Perrochet [2000]. Equations (2) and (3), however, represent the linear frequency response function of the water table in the sand column responding to simple harmonic forcing. This function, which was validated by Nielsen and Perrochet [2000], provides an alternative method for estimating the complex effective porosity from the experimental sand column data in the absence of direct measurements of h_(tot) (which are required if equation (1) is to be used)

Wave overtopping layer thickness on the crest of rubble mound seawalls

During storms, ensuring the protection of people, vehicles and infrastructure on the crest of coastal structures from wave overtopping hazards is crucial. The thickness of the wave overtopping layer is a key variable used for assessing safety and maintaining a secure design. Traditionally, this parameter is associated with the height difference between the fictitious wave run-up level exceeded by 2% of waves and the crest freeboard of coastal structures. This study aims to investigate the wave overtopping layer thickness on the crest of rubble mound seawalls. To achieve this, a series of 125 small-scale 2D physical model tests were conducted on a two-layer rubble mound seawall with an impermeable core and slopes of 1:1.5 and 1:2. The obtained results indicated that the existing empirical formulas, originally developed for dikes, underestimate the overtopping layer thickness on the studied seawall. Therefore, modifications were made to the formulas found in the literature specifically tailored for rubble mound seawalls. The newly proposed formulas for estimating overtopping layer thickness at both the seaward edge and the middle of the crest showed improvements compared to the existing formulas