Polling learning: modelling the use of technology in classroom questioning

This project used an audience response system to explore its value for providing structured in-class feedback to tutors and learners, with a particular emphasis on supporting a tutor's use of questioning techniques. The research was conducted within a BSc Mathematics programme forming part of an undergraduate initial teacher training course. A key strategic aim for learning and teaching development at the University of Wales Newport is to embed feedback as part of the learning experience. This was achieved with the use of ‘clickers’, a valuable tool that tutors can use occasionally, or frequently to support more effective and satisfying feedback through question and discussion techniques. An additional element of this project was to model the use of clickers for student teachers in order to encourage their adoption of similar techniques in their own classroom teaching. The findings illustrate the impact on teaching in both diagnostic aspects and in social, classroom aspects

Representation Theory of Finite Groups

Three different types of group representations have been considered together with their possible applications. These are atom and bond representations which are topologically-relevant representations of the molecular symmetry group, projective representations which, although still composed of sets of unitary matrices, obey a modified group multiplication rule and corepresentations which consist of sets of matrices half of which are unitary and half anti-unitary. Atom and bond representations are defined as reducible representations of a molecular point group which serve to describe the topological structure and composition of a molecule. They are amenable to computer storage and methods are given for resolving these representations into irredu­cible representations which correspond to equivalent sets of atoms or bonds. It is shown how bond representations can be derived from atom representations and a set of tables of both atom and bond representations is included. Appli­cation to additivity formulations of molecular properties is indicated, together with structural details of molecules and the identification of bending, stretching and redundant vibrational modes. All different representation groups of the point groups are established and their character tables presented. These enable the construction of equivalent alternative sets of projective representations as well as to provide an easy route to the determination of double and space group repre­sentations. The construction of the representation group clears up incompatabilities in already published literature on character systems for projective representations and shows that of all different methods available for the construction of these representations this one is most likely to be free from errors. The availability of alternative representation groups allows greater scope for the processes of ascent and descent in symmetry. Correlation tables are provided for the representation groups as well as tables of the symmetrized squares and cubes of projective representations. The set of single and double valued corepresentations for each black and white magnetic group is identified with the vector representation of one or two abstract groups of known structure and character table. This facilitates the construction of the character tables (complete sets of which are presented for the first time) and reveals that in those cases where one abstract group is sufficient a formal character theory for providing symmetrized powers of corepresentations can be established, contrary to recent indications. Two types of cases are found where it is convenient to transform Wigner’s corepresentation matrices and it is shown that normal group theoretical analysis can only be applied to Wigner's first type of corepresentation if his concept of physical equivalence is replaced by a group theoretical concept

Technology-supported literacy and numeracy enhancement workshops for trainee teachers

The paper presents a group-based approach to literacy and numeracy support for trainee teachers who are at risk of not meeting prescribed literacy or numeracy targets. The aim is to develop a pedagogically efficient approach to maintaining and, where appropriate, raising the standard of literacy and numeracy. An audience response system (‘clickers’) is used to create a pedagogically productive and time-efficient activity workshop. This builds on an earlier project where we developed the respond-discuss-reveal (RDR) technique for increasing engagement in degree level mathematics classes. In this current project the technique is applied to the problem of enhancing literacy and numeracy. The project produces some important results for our approach and leads us to identify a new teaching method named Dialogical Assessment. The project is relevant to the renewed emphasis on literacy and numeracy in Welsh initial teacher training and which has created new statutory duties for teacher training providers. Keywords Technology enhanced teaching; literacy; numeracy; audience response systems; formative assessment; teacher education; questioning; dialogic assessment; RDR

19. Digital Enlightenment: The Myth of the Disappearing Teacher

This paper argues that the emerging post-print digital culture of knowledge creation and dissemination in higher education is even more demanding of effective and committed teaching than hitherto. This may run counter to a widespread view that the digital environment reduces the need for a strong culture of teaching, to be replaced by an educational culture of independent, self-sufficient learners. However, evidence for the precariousness of this outlook is provided by many recent reports in the United Kingdom that have illustrated how the assumptions of a ‘digital natives’ perspective on students and academics are largely inaccurate. While acknowledging the phenomenal expansion of the cultural horizon that has been afforded to students and academics in the post-print digital environment of university learning, the crucial role of the academic in the creative use of digital technology in teaching should not be underestimated, or higher education may be rendered incapable of supporting effective learning. To substantiate this viewpoint the paper presents preliminary data from a small-scale pilot survey of the take-up of information and communication technology (ICT) for teaching in our own School of Education