Building Evidence Portals for Evidence Informed Education: Lessons from the Dead

Author(s):

Mike Blamires(presenting / submitting)

Conference:

ECER 2012

Network:

06. Open Learning: Media, Environments and Cultures

Format:

Paper

Session Information

06 SES 09, Open Learning Environments: Looking for Evidences

Parallel Paper Session

Time:

2012-09-20

11:00-12:30

Room:

FCT - Aula 2

Chair:

Nelson Gonçalves

Contribution

This paper considers how online resources can be used to build a quality assured portal to support the evidence informed training and professional development of new and experienced teachers based upon portals develop in the England as part of the Teacher Training Resource Bank (TTRB). This resource was developed to support teacher training and professional development but was ended in 2010 due to a change of government.

Statistical records of TTRB usage since its inception in 2006 demonstrate widespread use of the resource within English initial teacher education (ITE) and schools. An independent evaluation of the TTRB (Chambers, 2009) indicated a positive impact on trainee teachers in terms of making a large range of research and up-to-date resource material easily available. Trainee teachers were further enabled to make connections between theory and their own practice. The quality of their academic work was also seen to be improved through more comprehensive use of sources.

At its peak, the TTRB had over 30,000 visitors per month with 15,000 page views per month according to independent analytic software tools. The TTRB was a project, funded by the English Teacher Development Agency for Schools (TDA). The main aims were to articulate and represent the professional knowledge bases that underpin teacher education and to increase the range and quality of resources available for the professional development of novice teachers and those who support them.The TTRB sought to link theory, debate and practice through raising the profile of research and knowledge creation.

Review articles by academics and education experts were rigorously moderated, categorised and interlinked with related content creating contextually rich and authoritative resources that were linked to the original source. It aimed to be a one-stop portal for education professionals to gain evidence informed briefings that are authoritative, credible, relevant and timely. The site also included longer briefings on key areas of interest and a ‘real life’ question answering service called the e- librarian. This enabled register users to obtain a librarian’s response to a question if they were unable to find required resources on the web site. These questions also served to inform the future selection of material for review.

Method

Developmental project reports and plans that included both qualitative and quantitative data are utilised to understand the process of portal development as interplay of technical, academic and political barriers and enablers .In addition, the findings of both qualitative and quantitative independent evaluations in order to identify key factors in the rationale and working of knowledge mediation in relation to professional support for the professional development of teachers. This is then related to dominant theoretical models of professional development in education. Eg Nonaka & Konno (1998) and Furlong and Maynard(1995) in order to locate the findings within a conceptual framework.

Expected Outcomes

The TTRB may be viewed as one example of a number of knowledge portals for evidence in education that can be seen to have potential across Europe. This paper will identify the key building blocks involved in the construction an evidence portal. These include generic and substantive inclusion criteria, classification systems linked to browse and search structures, quality assurance and moderation procedures, risk management alongside dissemination and valorisation strategies .In addition key strategies for sustainability and growth will be suggested to avoid useful resources being buried in non functional archives.

References

Daniels, H., Edwards, A. Engestrom, Y., Gallagher, T., Ludvigsen, .S. R. (2009) Activity Theory in Practice: Promoting learning across boundaries and agencies, London Routledge Chambers, G. Threlfall, J., Roper, T. Homer, M., Yeomans, D. and Hargreaves, M. (2009) Initial Teacher Training (ITT) Support Work Evaluation T34733 Final Report on the Teacher Training Resource Bank (TTRB) TDA Manchester Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003) The impact of collaborative CPD onclassroom teaching and learning. In: Research Evidence in Education Library. London: EPPICentre, Social Science Research Unit, Institute of Education.Featured on: General Teaching Council’s Research for Teachers website available at:http://www.gtce.org.uk/teachers/rft/prof_learn1205/ (Accessed: 10th January 2010). Furlong J and Maynard T (1995) Mentoring Student Teachers, London Routledge. Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C., and Thorp, J. ( 2005) Research Report RR615. Factors Influencing the transfer of good practice. Nottingham DfES Nonaka, I & Konno, N. (1998) ‘The Concept of ‘BA’: Building a Foundation for Knowledge Creation’, California Management Review 40 (3)

Author Information

Mike Blamires (presenting / submitting)

Canterbury Christ Church University, United Kingdom

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