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Rde frw tp

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Lunch meeting at the faculty of spatial sciences.

Lunch meeting at the faculty of spatial sciences.

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  • Core concepts Two visions on RDE Implications of those visions: university, faculty, academics, course Core concepts RDE Research driven education Not new: probably all of you do this… Example: http://www.youtube.com/watch?v=5Ap2EglPvKQ Investigative attitude (van der Rijst, 2007) developing new knowledge via research
  • Via veritas vita – coat of arms of the university of glasgow: The Latin motto on the ribbon - 'Via, Veritas, Vita' - is 'the Way, the Truth, the Life'. Finding truth is fundamental to learning and development Functional view: improving education through research, graduates should have the ability to acquire new knowledge
  • Information skills (to find and analyse information) Collaboration skills (to work in a team and a community of researchers) Inquiry skills (to apply methods of inquiry, including planning, data collection and data analysis) Communication skills (to present research findings orally and in written format) Reflective skills (to evaluate the research process)

Rde frw tp Rde frw tp Presentation Transcript

  • Research driven educationAre we educating professional investigators or investigative professionals? “… experience the thrill when you understand it, when you solved the issue...” Dr. Koos Winnips “… are passionate about a subject to a certain extent, and trying to understand issues by themselves …“They [students] have to weight all information they receive,not only from literature, but also the results from their ownexperiments… Quotes: Van der Rijst, 2007
  • inclination to understandhttp://www.flickr.com/photos/richardoyork/
  • inclination to criticise http://www.flickr.com/photos/vintagedept/
  • inclination to achievehttp://www.flickr.com/photos/astrolondon/2057259307/
  • inclination to sharehttp://www.flickr.com/photos/e06158/2272739708/
  • inclination to be innovative http://www.flickr.com/photos/wildetukker/
  • inclination to knowhttp://www.flickr.com/photos/dkuropatwa/
  • Vision (Simons & Elen, 2007)>Idealistic: Via-veritas-vita>Functional view: university’s role in society
  • > Implications Idealistic view Functional viewUniversity Finding truth Educating professionals for knowledge societyFaculty/policy Research is in itself Research-teaching a kind of education can be stimulatedAcademics One role: “teach” as Researcher and researchers teacher rolesStudent Part of community Acquire research of research competences I
  • >For a course: decisions STUDENT-FOCUSED STUDENTS AS PARTICIPANTS Research-tutored Research-based Curriculum emphasises learning Curriculum emphasises students focused on students writing and undertaking inquiry-based discussing papers or essays learning EMPHASIS ON RESEARCHEMPHASIS ON RESEARCH PROCESSES ANDCONTENT PROBLEMS Research-led Research-oriented Curriculum is structured around Curriculum emphasises teaching teaching subject content processes of knowledge construction in the subject TEACHER-FOCUSED Healy, 2005 STUDENTS AS AUDIENCE Your courses?
  • >Lead to: staff profiles (Visser-Wijnveen et. al., 2010)  teach research results  make research known  show what it means to be a researcher  help to conduct research  provide research experience>Similar to profiles developed for FEB (2011)>Each programme scores different on those profiles (Elen, 2009)
  • Conclusions>By working on research-teaching we can improve reality: generate new (public) knowledge>Implications for programme TP:  Connection to (“leerlijnen”): - Algemene planologie - Ruimtelijk ontwerpen - Methodologie - Geografie en Algemeen vormend - WiM  What is already in your course?  What to add/enhance?
  • Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching focused?>Approach: ‘learning about research’ and ‘participation in research’>Curriculum: focus on research content, or research process? Your own research, or generic research?>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant
  • > This talk: http://www.slideshare.net/KoosWinnips/research-driven-education> SourcesElen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geinspireerde Leuvense gedachten. Lezing, Universiteit Leiden: http://weblectures.leidenuniv.nl/mediasite/Viewer/?peid=5dd0ad0a3fe14414bea0ad9c1394703fGoedhart, M. J., Finlayson, O. E., & Lindblom-Ylänne, S. (2009). Research-based teaching in higher level chemistry education. In I. Eilks & B. Byers (Eds.), Innovative methods of teaching and learning chemistry in higher education (pp. 61-84). Cambridge: RSC publishing.Healey, A., & Jenkins, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy. http://www.heacademy.ac.uk/assets/documents/research/Institutional_strategies.pdfRijst, R. van der, Driel, J.H. van, Kijne, J.W., Verloop, N. (2007). Exploring Scientific Research Disposition from the Perspective of Academics. Conference paper, EARLI, 2007. http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=11&supportId=2000Rijst, R. van der. (2009). De zes aspecten van een wetenschappelijk onderzoekende houding. Online: http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=12&supportId=2000Simons, M. & Elen, J. (2007). The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, Studies in Higher Education, 32:5, 617-631 Online http://dx.doi.org/10.1080/03075070701573781Visser-Wijnveen, G. J. , Van Driel, J. H. , Van der Rijst, R. M. , Verloop, N. and Visser, A. (2010) The ideal research-teaching nexus in the eyes of academics: building profiles, Higher Education Research & Development, 29: 2, 195 — 210. Online: http://hdl.handle.net/1887/16233
  • >Research skills (Goedhart et. al. 2009)>Information skills>Collaboration skills>Inquiry skills>Communication skills>Reflective skills
  • Questions (from Visser-Wijnveen, 2010)>Orientation: are you research of teaching focused?>Approach: ‘learning about research’ and ‘participation in research’>Curriculum: focus on research content, or research process? Your own research, or generic research?>Teacher role: tutor, expert, guide, motivator, partner, role model, developer, manager and confidant