6. Sahlberg, Broadfoot, Coolahan, Furlong, and Kirk (2014)

7. The research-teaching nexus (Adapted from Healey 2005: 70) Research-tutored Curriculum emphasises learning focussed on students writing and discussing essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction Students as audience Students as participants Emphasis on content Emphasis on process

8. 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’

10. http://insight.glos.ac.uk/tli/activities/ntf/creativehops/pages/default.aspx Mick Healey

11. 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) SYNTHESIS PROJECT A SYNTHESIS PROJECT

12. How could it benefit students?

13. 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:

14. 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

15. 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

16. Output criteria CONTINUUMCONTINUUM 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

17. Assessment of the European Bachelor Capstone European Capstone Module, Pg. 20 Demonstrate knowledge and understanding in a field of study Demonstrate an ability to apply their knowledge in a professional and appropriate manner Demonstrate higher-level competences appropriate to the academic field or vocation Demonstrate the ability to gather relevant data and to interpret these to inform judgements on relevant social/scientific/ethical issues Demonstrate that they can communicate information, ideas, problems and solutions in a clear and concise manner Demonstrate that they have developed the learning skills to undertake the study with a degree of autonomy

18. Sahlberg, Broadfoot, Coolahan, Furlong, and Kirk (2014)

20. Issues for consideration

22. Guidance booklets A Guide for Students A Guide for Supervisors

23. Staff and student development

24. Timeframe

26. Evaluation - Overall Survey was conducted using SurveyMonkey following submission of the projects 86% ‘An excellent/very good learning experience’

27. 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

28. 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’

29. 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

30. 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’

31. 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

32. Staff reaction I still think the secondary students need a stronger focus on their subject I really thought this was going to damage the integrity of the work of the (subject) department but I’ve been amazed at how well the students have bought into this. It’s actually enhanced what we do This has changed the whole way we think about how we work. There is so much at stake here. Supervision is very time-consuming but I feel I need to keep a close eye on how the students are getting on in case there’s a problem

33. External examiner …It looks as if there have been gains in learning from personalising the curriculum to students’ own learning journey….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

34. Further developments 3 students published in TEAN STeP Journal Vol.1 (1) 2014 Winner of the George Berkley Gold Medal in the category of Education by the international awarding body Undergraduate Awards 5 students published in TEAN Educators’ Storehouse 46 students presented their papers at the first STRE@M Conference

35. Useful resources University of Gloucester - Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects http://insight.glos.ac.uk/TLI/ACTIVITIES/NTF/CREA TIVEHOPS/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

37. Thoughts