WORKSHOP RESEARCH-BASED LEARNING IN CLASS DESIGN at Adam Mickiewicz - - PowerPoint PPT Presentation

WORKSHOP RESEARCH-BASED LEARNING IN CLASS DESIGN at Adam Mickiewicz University, Poznan, 24.05.2013 Moderators: Wolfgang Deicke & Kristine Müller (bologna.lab, Humboldt-University Berlin)

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Timetable

• 14:30 - 15:30 – Introduction (Plenary)
• 15:30 - 15:45 – Break
• 15:45 - 17:00 – Workshops (Round 1)
• 17:00 - 17:20 – Break
• 17:20 - 18:35 – Workshops (Round 2)

Group 1 (Room 1) Group 2 (Room 2) Round 1, 15:45-17:00 Curriculum Design (Christopher/Julia) Class Design (Wolfgang) Round 2, 17:20-18:35 Class Design (Wolfgang) Curriculum Design (Christopher/Julia)

• 18:35-18:45 – Break
• 18:35-19:15 – Summing up, Questions & Answers (Plenary)

AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL (10) 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ (10) 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? (10) 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ (25) 5 Plenary session: Exchanging our Results (25) 3

AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 3

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Principles of Research-Based Learning (ideally, RBL- projects should be:)

students should experience the highs and lows of the whole research cycle together multi-facetted experience students are highly active and responsible for the research process and results self-determined students develop (and answer) a research question based around problems students are exposed to the scientific community (e.g. submission of proposals, student conferences) socially contextualised students perform a full research cycle and generate new knowledge systematic alignment with the research cycle

Source: adapted from Reiber, 2007

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Characteristics of Research-Based Learning

Traditional Teaching Methods

• Aim: successful (demonstrable)

transfer of knowledge

• Content: pre-determined,

structured, abstract (curricular structure, type and nature of exams)

• Teacher-Student Relationship:

asymetrical – Teacher: active, knowing, teaching, grading – student: passive, receptive, reproducing

• Motivation: external (compulsory

school attendance), instrumental (grades, professional exams)

Research-Based-Learning

• Aim: acquisition of in-depth

‘knowledge’ and the skills required for its production

• Content: self-determined, (ideally)

with concrete links to the learner’s interests

• Teacher-Student Relationship:

(more) symetrical – all participants are active researchers – teachers use experience to act as mentors

• Motivation: intrinsical,

(own)epistemological interests

Sources: adapted from Huber, 2010; Wildt, 2011

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Research-Based Learning: A pragmatic perspective

• Research: not ground-breaking or original, but subjectively new
• Full research cycle: not each step, but more than just one step
• Activeness: not fully self-determined, but involved in developing

research questions and process

• Exposure to scientific community: not genuine scientific

community but simulated scientific community

• Symetrical relationship: not equals but mentors or tutors

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Typology of Research-Oriented Education

students are researching students are passive emphasis on research cycle emphasis on research results emphasis on research methods students are utilizing learning

• bjective

level of students‘ activity students synthesize research results to answer a research question students use research methods to answer a research question students answer a research question performing a full research cycle students actively engage in research results (e.g. discussion) students practice research methods students develop or discuss research designs students are taught research results (subject content) students are taught research methods students are taught processes of knowledge construction

Special Element: Research-Based Learning

Source: Gess, Ruess and Deicke (2012), adapted from Healey, 2005

An ideal-typical research cycle (for undergraduate/student research)

Identify a problem Develop a question Choose a Design/Method Carry out the research Review the results Publish the results

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AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ (10 Minutes) 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 3

Getting into Class-Design: What did you note about the ‘Environmental Conflict’ Module? (Round 1)

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Getting into Class-Design: What did you note about the ‘Environmental Conflict’ Module? (Round 2)

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Small groups: Analysing the Course ‘Doing Good With Money’

Examine the class outline you have for ‘Doing Good with Money’. Which of the five principles of RBL are realised here?

• Where and to what extent do students carry out research here?
• What stages of a research cycle are replicated here?
• How and where are the students actively in charge of the

research/learning process?

• To what extent do the students engage in a ‘scientific community’?
• What is the role of the lecturer/class tutor in this?
• What are the likely/obvious problems with this design?

AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? (10 Minutes) 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 3

Results from the Plenary: What is RBE about ‘Doing Good with Money’? (Round 1)

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Results from the Plenary: What is RBE about ‘Doing Good with Money’? (Round 2)

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AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ (25 Minutes) 5 Plenary session: Exchanging our Results 3

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Small groups: Re-Designing a Traditional Class Outline (you have 25 Minutes)

In your teams, your task is to re-design a traditional lecture-seminar

• utline using the principles of RBE. Feel free to get creative here!
• How can we change the module from traditional teaching to ‘active

learning’?

• Which parts of the course lend themselves to active research om part
• f the students?
• How and where in this module can we create choice for the students’

interests?

• How can we make sure the students engage in a ‘scientific

community’?

• What are the likely/obvious problems with our new design?

AGENDA: Working group „Research-Based Learning in Class Design“

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1 Plenary session: Re-cap on the Principles of RBL 2 Small groups: Discussion of Case 2: ‚Doing Good with Money‘ 3 Plenary session: What is ‘RBL’ about ,Doing Good with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 3

THANK YOU!

Use the break to discuss the new course outlines with close colleagues. Would something like this work in your modules, your subject area?

Plenary/Feedback Q&A