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Research driven education

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Short introduction on research driven education, lunch meeting faculty of Spatial Sciences, University of Groningen

Short introduction on research driven education, lunch meeting faculty of Spatial Sciences, University of Groningen

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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)
  • Transcript

    • 1. Research driven education Dr. Koos Winnips Are we educating professional investigators or investigative professionals? “… experience the thrill when you understand it, when you solved the issue...” “ They [students] have to weight all information they receive, not only from literature, but also the results from their own experiments… “… are passionate about a subject to a certain extent, and trying to understand issues by themselves … Quotes: Van der Rijst, 2007
    • 2.
      • inclination to criticise
      http://www.flickr.com/photos/vintagedept/
    • 3. http://www.flickr.com/photos/richardoyork/ inclination to understand
    • 4. http://www.flickr.com/photos/astrolondon/2057259307/ inclination to achieve
    • 5. http://www.flickr.com/photos/e06158/2272739708/ inclination to share
    • 6. http://www.flickr.com/photos/wildetukker/ inclination to be innovative
    • 7. http://www.flickr.com/photos/dkuropatwa/ inclination to know
    • 8.
      • Vision
      • Idealistic: Via-veritas-vita
      • Functional view: university’s role in society
      (Simons & Elen, 2007)
    • 9. I > Implications Researcher and teacher roles One role: “teach” as researchers Academics Part of community of research Research is in itself a kind of education Finding truth Idealistic view Acquire research competences Student Research-teaching can be stimulated Faculty/policy Educating professionals for knowledge society University Functional view
    • 10. Your courses?
      • For a course: decisions
      Healy, 2005 Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject STUDENT-FOCUSED STUDENTS AS PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS TEACHER-FOCUSED STUDENTS AS AUDIENCE
    • 11.
      • 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)
    • 12.
      • Conclusions
      • By working on research-teaching we can improve reality: generate new (public) knowledge
      • Implications for programme SG&P:
        • What is already in your course?
        • What to add/enhance?
    • 13.
      • Sources
      • Elen, J. (23 september 2009). Verwevenheid van onderzoek en onderwijs: door Leiden geinspireerde Leuvense gedachten. Lezing, Universiteit Leiden: http://weblectures.leidenuniv.nl/mediasite/Viewer/?peid=5dd0ad0a3fe14414bea0ad9c1394703f
      • Goedhart, 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.pdf
      • Rijst, 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=2000
      • Rijst, R. van der. (2009). De zes aspecten van een wetenschappelijk onderzoekende houding. Online: http://www.ecent.nl/servlet/supportBinaryFiles?referenceId=12&supportId=2000
      • Simons, 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/10.1080/03075070701573781
      • Visser-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
    • 14.
      • Research skills (Goedhart et. al. 2009)
      • Information skills
      • Collaboration skills
      • Inquiry skills
      • Communication skills
      • Reflective skills
    • 15.
      • 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

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