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Implementing Research-Based Learning: Challenges and Opportunities

14 th UNICA BOLOGNA LAB MEETING 5.-6. December 2013 Wolfgang Deicke, Co-ordinator of the Humboldt-bologna.lab wolfgang.deicke@hu-berlin.de. Implementing Research-Based Learning: Challenges and Opportunities. Outline:. The Humboldtian Ideal Revisited

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Implementing Research-Based Learning: Challenges and Opportunities

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  1. 14th UNICA BOLOGNA LAB MEETING 5.-6. December 2013 Wolfgang Deicke, Co-ordinator of the Humboldt-bologna.lab wolfgang.deicke@hu-berlin.de Implementing Research-Based Learning: Challenges and Opportunities

  2. Outline: • The Humboldtian Ideal Revisited • Humboldt, Research-Based Education and Bologna • Defining ‘Research-Based Education’ • Healey’s Matrix: The Research-Teaching Nexus • The Matrix Extended: Research and Teaching in the Curriculum • The Promise and the Challenges of Research-Based Education • How Sometimes Less Can Be More: Re-Designing a Compulsory Methods Module (Case Study M.Ed. Duisburg-Essen)

  3. 1. The Humboldtian Ideal Revisited “What is particular about the higher scientific institutions is that they regard science as an unresolved and never quite solvable problem and thus always stay in research mode, whereas school is concerned finished and ready-made knowledge.” (Wilhelm von Humboldt, [1809/10]: 230)* * All translations from German language sources by the presenter

  4. 2. Humboldt, Research-Based Education and Bologna • Problems with the implementation of Bologna: • Shift from five year(+) Diploma/Magister degrees to BA (3 years) and MA (1-2 years) • Focus on delivery (taught content) and learning outcomes (employability) at BA level • More choice and research options at MA level, little at BA level • Research-based Education to the rescue?

  5. 3. Research-Based Education Defined (I): • German debates over Research-Based Education • Research-Based Education chiefly as a form of active learning (Wildt, 2010; Ludwig, 2011) -> Aim: to create capable independent learners • Research-Based Education as essential for the development of a scientific mind-set (Huber, 2010) -> Aim: to create competent researchers

  6. 3. Research-Based Education Defined (II):

  7. 3. Research-Based Education Defined (III): Huber (2010)* Research-Based Learning distinguishes itself from other forms of learning in that • Learners should – individually or collaboratively as part of a larger project – experience, shape and reflect on research as a process • Learners must be actively involved in shaping every phase of the research process – from the development of the research question(s) and hypotheses to the testing and presentation of the results • The research project must be aimed at generating insights of interest to third parties

  8. 4. Healey’s Matrix: The Research-Teaching Nexus Emphasis on research content Emphasis on research processes Research-tutored Research-based Students are active students are analysing, discussing and writing papers inquiry-based learning Research-led Research-oriented Studentsare passive students are taught subject content students are taught processes of knowledge construction (Source: Healey, 2005)

  9. 5. The Matrix Extended: Research and Teaching in the Curriculum Source: Gess, Ruess and Deicke (2012), adapted from Healey, 2005

  10. 6. The PromiseandtheChallengesofResearch-Based Learning 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 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) Sources: adapted from Huber, 2010; Wildt, 2011

  11. 7. Case Study – How SometimesLess Can Really Be More M.Ed. Duisburg-Essen: Quantitative Research Methods After: Compulsory Module Starts with students choosing/observing a real ‘problem’ Problem-solving approach Demand-based delivery Claim: greater interest/improved performances 20% increase in empirically based MA Theses (after one year) • Compulsory Taught Methods Module • Theoretical input delivered • Work with ‘set examples’/’case studies’ • Low interest/low student performance Before: Presentation by Naeveke, S & Müller-Naeveke, C. (2013)

  12. Background Literature: Gess, C, Rueß, J and Deicke, W (2012) Implementing Research-Based Education: Challenges and Opportunities – A Hands-On Exercise, available online at http://budapest2012.bolognaexperts.net/page/presentations Healey, M. (2005) ‘Linking research and teaching : exploring disciplinary spaces and the role of inquiry-based learning’ in: I. Barnett (Hrsg.) Reshaping the University: New Relationships between Research, Scholarship and Teaching, Open University Press, pp.67-78 Heer, R. (2012) ‘A Model of Learning Objectives’, Centre for Excellence in Learning and Teaching, Iowa State University, available online at: http://www.celt.iastate.edu/teaching/RevisedBlooms1.html Huber, L. (2010) ‘Forschendes Lernen ist nötig! Wie ist es möglich?’, Presentation (in German) at TU Braunschweig, 13. January 2010, available online at: 134.169.92.196/tu-braunschweig/download/Vortrag_Huber.pdf‎ Ludwig, J. (2011) Forschungsbasierte Lehre als Lehre im Format der Forschung, available online at: http://www.sq-brandenburg.de/files/bbhd03.pdf Naeveke, S. and Müller-Naeveke, C. (2013) Kompetent für Forschendes Lernen?! Oder: Wie man Forschungskompetenz sukzessive entwicklen kann, ohne das Ergebnis zur Voraussetzung zu machen, Presentation at FH Potsdam, 2.9.2013 (in German), available online at: http://www.fh-potsdam.de/fileadmin/fhp_zentrale/dokumente/interflex/Konferenz/Forschungspanels/B3_Mueller_Naevecke.pdf Reiber, K. (2007) ‘Grundlegung: Forschendes Lernen als Leitprinzip zeitgemäßer Hochschulbildung’, in: Tübinger Beiträge zur Hochschuldidaktik, Vol. 3(1), 2007, available online at: http://tobias-lib.uni-tuebingen.de/volltexte/2007/2924/pdf/TBHD%203-1-2007Reiber.pdf Wildt, J. (2010) ‘Forschendes Lernen: Wie und Warum?’, Presentation at Leibniz University Hannover, 13. October 2011, available online at: http://www.zel.uni-hannover.de/fileadmin/institut/pdf/Forschendes_Lernen_Leibniz_Universitaet_Hannover_Prof._Dr._Dr._Wildt_13.10.2011.pdf

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