http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&docid=DjzxvvrtzRbJeM&tbnid=DScwQksKWDAvXM:&ved=0CAUQjRw&url=http://gianelloni.wordpress.com/2013/10/14/project-_________/&ei=HuWyU6HKMNGSyATY9YG4Cg&bvm=bv.70138588,d.ZGU&psig=AFQjCNET0baaYXGtCLx-LfRyU7BtjSKW4w&ust=1404319383723687

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

Mick Healey

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)

A SYNTHESIS PROJECT

How could it benefit students?

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’

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:

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

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

Output criteria

CONTINUUM

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

General Assessment Criteria European Capstone Module, Pg. 18

The extent to which the student is able to provide an account of knowledge acquired within the subject area that

their capstone project addresses

The extent to which the student is able to evaluate the knowledge acquired in

completing the capstone project

The extent to which the student has been able to adapt knowledge and ideas in shaping the design of their

capstone project and in making sense of findings

The extent to which the student has been able to move from an explanation

of findings to valid conclusions

Assessment of the European Bachelor Capstone European Capstone Module, Pg. 20

Demonstrated knowledge and understanding in a field of study

Demonstrated an ability to apply their knowledge in a professional and appropriate manner

Demonstrated higher-level competences appropriate to the academic field or vocation

Demonstrated the ability to gather relevant data and to interpret these to inform judgements on relevant social/scientific/ethical issues

Demonstrated that they can communicate information, ideas, problems and solutions in a clear and concise manner

Demonstrated that they have developed the learning skills to undertake the study with a degree of autonomy

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&docid=DjzxvvrtzRbJeM&tbnid=DScwQksKWDAvXM:&ved=0CAUQjRw&url=http://gianelloni.wordpress.com/2013/10/14/project-_________/&ei=HuWyU6HKMNGSyATY9YG4Cg&bvm=bv.70138588,d.ZGU&psig=AFQjCNET0baaYXGtCLx-LfRyU7BtjSKW4w&ust=1404319383723687

Issues for consideration

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=eT_iWKWKuHKHnM&tbnid=hJ0_qxsQOHSZUM:&ved=0CAUQjRw&url=https://www.frontlinegaming.org/2014/05/12/just-because-the-sky-isnt-falling-on-you-doesnt-mean-its-not-falling-on-you/&ei=S321U4a8GrPB7Abfj4DwDg&bvm=bv.70138588,d.ZGU&psig=AFQjCNH-kHb4ZCptpgNHmZjGp7IhJcmNvQ&ust=1404489341635943

Guidance booklets A Guide for

Students A Guide for Supervisors

Staff and student development

Timeframe PERIOD EVENT

BEd 3 – Semester 2

Weeks 13-25

Understanding the Capstone Project

Educational research methods

BEd 3 – Weeks 24-26

Consultation with potential supervisor/s

Preparation of Capstone research proposal

Submission of research proposal in Week 26

Allocation of supervisor/s

BEd 3 Week 28

First brief meeting with supervisor/s

BEd 4 Weeks 1-3

First formal meeting with your supervisor/s

BEd 4 Weeks 4-12 Further consultation meetings

School visits if required

Development of projects

BEd 4 Week 13

Submission of Capstone Projects

Evaluation - Overall

Survey was conducted using SurveyMonkey following submission of the projects

86% ‘An excellent/very good learning experience’

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

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’

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

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’

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

Outcomes

Classification Primary (81) Post-Primary (43)

1st 52 64% 18 42%

2:1 27 33% 20 46%

2:2 1 1% 5 12%

Non-submission 1 1% 0 0

Average mark 73 68

External examiner

The Capstone project provided students with an excellent opportunity through which to demonstrate their understanding of

teaching and to develop their own learning. It looks as if there have been gains in learning from personalising the curriculum to students’ own learning journey. I am not surprised, but am

impressed, by the fact that some of the best assignments have been published on the Teacher Education Advancement Network’s

website. 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

Future development

Further submissions to the TEAN Educators’

Storehouse

Further submissions to the Undergraduate

Awards

Possible development of Collaborative

submissions

St. Mary’s University

College

Capstone Conference

2015

Useful resources

• University of Gloucester - Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects

http://insight.glos.ac.uk/TLI/ACTIVITIES/NTF/CREATIVEHOPS/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

Thoughts