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Students as Investigators: Knowledge Providers and Knowledge Producers
 

Students as Investigators: Knowledge Providers and Knowledge Producers

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Author: Alexandra Dobson, University of Wales Newport.

Author: Alexandra Dobson, University of Wales Newport.
Presented at the Research - Teaching in Wales 2011 Conference, 13th -14th September, Gregynog Hall, Newtown (Powys)

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    Students as Investigators: Knowledge Providers and Knowledge Producers Students as Investigators: Knowledge Providers and Knowledge Producers Presentation Transcript

    • Students as Investigators: Knowledge Providers and Knowledge Producers.
      Alexandra Dobson
      Senior lecturer in Law
      Newport Business School
      alexandra.dobson@newport.ac.uk
    • Students as Investigators: Knowledge Providers and Knowledge Producers.
       
       Research - led teaching is linked to post graduate programmes but particularly apposite on undergraduate programmes as it engenders a culture of student research at an early stage.
      Case Study case – learners studying Criminal Law at Level Four in the first year of a Business Studies degree. 
      Methodology - Students were asked to contribute to a Focus Group in order to evaluate the success of this approach and the findings are discussed in the presentation.
       
    • Why Use This Approach?
      QAA Benchmark Statement for Law (2007)
      Seven key areas
      Knowledge
      Application and problem solving
      Sources and Research
      Analysis, synthesis, critical judgement and evaluation
      Autonomy and ability to learn
      Communication and literacy
      Other key skills
    • Criminal Law: Level Four
      ‘Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that are of study.’
      QAA Benchmark Statement for Law (2007)
    • Knowledge Providers
      Research the Corporate Manslaughter and
      Corporate Homicide Act 2007
      Why Use this as Formative Assessment?
      Tutor research area
      Background to the Legislation – Contentious
      Allows students to ‘adopt’ a pressure group
    • Knowledge Providers
      • Links with other areas of study
      • Moves learner from the role of passive observer to the position of active stakeholder
      Links back to QAA Benchmarks
      Active not Passive
      Student returns as Knowledge Provider
      • A. M. Dobson and T. A. Marsh, 2008. Learning the Law: a pilot study examining challenges facing non-law students studying law. Newport CELT Journal, 1, 23-28
    • Formative assessment research relevant sources evaluated in a group forum stimulates autonomous research- led learning promotes collaborative study and debate.
    • The Process
      Background to the Act.
      Students (14) asked to form small groups and consider the following
      Institute of Directors
      Confederation of British Industry
      Trade Unions – TUC etc
      Victims Families - Families Against Corporate Killing
      Police – Deaths in Custody
      Local Government Association
      Health and Safety Executive
    • The Process
      Why was the Act passed? Remedies a fault line in the common law – Useful link to Legal Frameworks
      Summative Assessment:
      Does the Corporate Manslaughter and Corporate Homicide Act 2007 introduce a form of ameliorated aggregation in relation to senior management failure?
    • The Results
      Some viewpoints:
      ‘I found it useful to look at the Act prior to the final assignment. I was looking at trade unions and it was interesting to see their view.’
      ‘If I think about what I got out of it – it was the chance to work on something and find some answers without being told’