Background Reading

• National Research Council. How People Learn – Brain, Mind, Experience, and School. National Academy Press, 2000.
• Ken Bain. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004.
• John Biggs and Catherine Tang. Teaching for Quality Learning at University. McGraw-Hill International, 2007.
• David Boud and Elizabeth Molloy, editors. Feedback in higher and professional education: understanding it and doing it well. Routledge, 2012.
• Jo Handelsman, Sarah Miller, and Christine Pfund. Scientific Teaching. W.H. Freeman and Company, 2007.
• John Hattie. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achieve- ment. Routledge, 2008.
• Diana Laurillard. Rethinking university teaching – a framework for the effective use of learning technologies. RoutledgeFalmer, 2002.
• Phil Race. Making learning happen – A guide for post-compulsory education. Sage, 2005.
• Chris Sangwin. Computer Aided Assessment of Mathematics. Oxford University Press, 2013.
• John R. Anderson and Daniel Bothell Michael D. Byrne. An Integrated Theory of the Mind. Psychological Review 2004, Vol. 111, No. 4, 1036–1060
• John R. Anderson. How Can the Human Mind Occur in the Physical Universe? Oxford University Press, 2007.

Research Papers

What we expect from you – as you present a paper

The goal of the reading sessions is to practice with reading, presenting, and analysing research papers. If you are responsible for presenting a paper, we expect the following:

• Read the paper carefully in advance;
• Sketch the academic context of this paper. When was it written? What work does it cite? What later work cites this paper? What other work did it build upon? What was its research impact?
• Make an effort of generalising the paper into its main topic. What is the paper about? What are the main technology it applies/develops/investigates?
• Prepare a 15-20 minutes presenation. Pay particular attention to interesting, relevant, questionable, or difficult parts. Use the content of the core lecture as the frame of reference.
• Answer questions your peers ask about the paper, and be prepared to actively engage audience yourself by posing questions, making claims, suggesting alternative solutions, etc.

Your presentation will be judged using the following criteria:

• Did you clearly present the essence of the problem discussed in the paper, its solution, and its context/impact?
• Did you analyse the problem, its solution, and its context/impact thoroughly?
• Did you involve the class in discussing the paper?
• Did you manage time well?

What we expect from you – if you attend the reading sessions

• You actively engage into discussions by asking questions, venturing opinions, challenging claims of the presenter and/or the paper.
• You are expected to have read the core paper of the corresponding theme.
• Do not take a back sit and let it wash over you. Discussions are an opportunity for you to learn a great deal and an indicator for the teachers that you are engaged in the course.