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)
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 Class Design (Christopher/Julia) (Wolfgang) Round 2, 17:20-18:35 Class Design Curriculum Design (Wolfgang) (Christopher/Julia) 18:35-18:45 – Break • 18:35-19:15 – Summing up, Questions & Answers (Plenary) • 2
AGENDA: Working group „Research-Based Learning in Class Design“ 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 3 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“ 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 3 with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 4
Principles of Research-Based Learning (ideally, RBL- projects should be:) based around students develop (and answer) a research question problems students perform a full research cycle and generate systematic alignment new knowledge with the research cycle students are highly active and responsible for the self-determined research process and results students are exposed to the scientific community socially contextualised (e.g. submission of proposals, student conferences) students should experience the highs and lows of multi-facetted the whole research cycle together experience Source: adapted from Reiber, 2007 5
Characteristics of Research-Based Learning Traditional Teaching Methods Research-Based-Learning Aim: successful (demonstrable) Aim: acquisition of in-depth • • transfer of knowledge ‘knowledge’ and the skills required for its production Content : pre-determined, • Content: self-determined, (ideally) structured, abstract (curricular • with concrete links to the learner’s structure, type and nature of exams) interests Teacher-Student Relationship: • asymetrical Teacher-Student Relationship: • (more) symetrical Teacher: active, knowing, – teaching, grading all participants are active – student: passive, receptive, researchers – reproducing teachers use experience to act as – mentors Motivation: external (compulsory • school attendance), instrumental Motivation: intrinsical, (grades, professional exams) • (own)epistemological interests Sources: adapted from Huber, 2010; Wildt, 2011 6
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 • 7
Typology of Research-Oriented Education Special Element: Research-Based Learning learning objective emphasis on research emphasis on research emphasis on research level of results methods cycle students‘ activity students synthesize students use students answer a research results research methods research question students are to answer a research to answer a research performing a full researching question question research cycle students actively students develop or students practice engage in research discuss research students are research methods results (e.g. discussion) designs utilizing students are taught students are taught students are taught research results processes of knowledge students are research methods (subject content) construction passive 8 Source: Gess, Ruess and Deicke (2012), adapted from Healey, 2005
An ideal-typical research cycle (for undergraduate/student research) Identify a problem Publish the Develop a results question Review the Choose a results Design/Method Carry out the research 9
AGENDA: Working group „Research-Based Learning in Class Design“ 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 3 with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 10
Getting into Class-Design: What did you note about the ‘Environmental Conflict’ Module? (Round 1) 11
Getting into Class-Design: What did you note about the ‘Environmental Conflict’ Module? (Round 2) 12
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? • 13
AGENDA: Working group „Research-Based Learning in Class Design“ 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 3 with Money’? (10 Minutes) 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 14
Results from the Plenary: What is RBE about ‘Doing Good with Money’? (Round 1) 15
Results from the Plenary: What is RBE about ‘Doing Good with Money’? (Round 2) 16
AGENDA: Working group „Research-Based Learning in Class Design“ 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 3 with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ (25 Minutes) 5 Plenary session: Exchanging our Results 17
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 outline 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 • of 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? • 18
AGENDA: Working group „Research-Based Learning in Class Design“ 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 3 with Money’? 4 Small Groups: Re-Designing a Course on ,Environmental Conflict’ 5 Plenary session: Exchanging our Results 19
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
Recommend
More recommend
