Students as Investigators: Knowledge Providers and Knowledge Producers.<br />                         Alexandra Dobson<br ...
Students as Investigators: Knowledge Providers and Knowledge Producers.<br /> <br />    Research - led teaching  is linked...
Why Use This Approach?<br />QAA Benchmark Statement for Law (2007)<br />Seven key areas<br />Knowledge<br />Application an...
Criminal Law: Level Four<br />   ‘Knowledge of the underlying concepts and principles associated with their area(s) of stu...
Knowledge Providers<br />Research the Corporate Manslaughter and <br />  Corporate Homicide Act 2007<br />    Why Use this...
Knowledge Providers<br /><ul><li>Links with other areas of study
Moves learner from the role of passive observer to the position of active stakeholder</li></ul>Links back to QAA Benchmark...
The Process<br />Background to the Act. <br />Students (14) asked to form small groups and consider the following<br />Ins...
The Process<br />Why was the Act passed? Remedies a fault line in the common law – Useful link to Legal Frameworks<br />Su...
The Results<br />Some viewpoints:<br />   ‘I found it useful to look at the Act prior to the      final assignment. I was ...
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Students as Investigators: Knowledge Providers and Knowledge Producers

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

Published in: Education, Business
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Transcript of "Students as Investigators: Knowledge Providers and Knowledge Producers"

  1. 1. Students as Investigators: Knowledge Providers and Knowledge Producers.<br /> Alexandra Dobson<br /> Senior lecturer in Law <br /> Newport Business School<br /> alexandra.dobson@newport.ac.uk<br />
  2. 2. Students as Investigators: Knowledge Providers and Knowledge Producers.<br /> <br />  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. <br /> Case Study case – learners studying Criminal Law at Level Four in the first year of a Business Studies degree. <br /> 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.<br /> <br />
  3. 3. Why Use This Approach?<br />QAA Benchmark Statement for Law (2007)<br />Seven key areas<br />Knowledge<br />Application and problem solving<br />Sources and Research<br />Analysis, synthesis, critical judgement and evaluation<br />Autonomy and ability to learn<br />Communication and literacy<br />Other key skills<br />
  4. 4. Criminal Law: Level Four<br /> ‘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.’<br />QAA Benchmark Statement for Law (2007)<br />
  5. 5. Knowledge Providers<br />Research the Corporate Manslaughter and <br /> Corporate Homicide Act 2007<br /> Why Use this as Formative Assessment?<br /> Tutor research area<br /> Background to the Legislation – Contentious<br /> Allows students to ‘adopt’ a pressure group<br />
  6. 6. Knowledge Providers<br /><ul><li>Links with other areas of study
  7. 7. Moves learner from the role of passive observer to the position of active stakeholder</li></ul>Links back to QAA Benchmarks<br /> Active not Passive<br /> Student returns as Knowledge Provider<br /><ul><li> 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</li></li></ul><li>Formative assessment research relevant sources evaluated in a group forum stimulates autonomous research- led learning promotes collaborative study and debate.<br />
  8. 8. The Process<br />Background to the Act. <br />Students (14) asked to form small groups and consider the following<br />Institute of Directors<br />Confederation of British Industry<br />Trade Unions – TUC etc<br />Victims Families - Families Against Corporate Killing<br />Police – Deaths in Custody<br />Local Government Association<br />Health and Safety Executive<br />
  9. 9. The Process<br />Why was the Act passed? Remedies a fault line in the common law – Useful link to Legal Frameworks<br />Summative Assessment:<br />Does the Corporate Manslaughter and Corporate Homicide Act 2007 introduce a form of ameliorated aggregation in relation to senior management failure? <br />
  10. 10. The Results<br />Some viewpoints:<br /> ‘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.’<br />‘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’<br />

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