Rde frw tp

402 views

Published on

Lunch meeting at the faculty of spatial sciences.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Rde frw tp

  1. 1. 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
  2. 2. inclination to understandhttp://www.flickr.com/photos/richardoyork/
  3. 3. inclination to criticise http://www.flickr.com/photos/vintagedept/
  4. 4. inclination to achievehttp://www.flickr.com/photos/astrolondon/2057259307/
  5. 5. inclination to sharehttp://www.flickr.com/photos/e06158/2272739708/
  6. 6. inclination to be innovative http://www.flickr.com/photos/wildetukker/
  7. 7. inclination to knowhttp://www.flickr.com/photos/dkuropatwa/
  8. 8. Vision (Simons & Elen, 2007)>Idealistic: Via-veritas-vita>Functional view: university’s role in society
  9. 9. > 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
  10. 10. >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?
  11. 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. 12. 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?
  13. 13. 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
  14. 14. > 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
  15. 15. >Research skills (Goedhart et. al. 2009)>Information skills>Collaboration skills>Inquiry skills>Communication skills>Reflective skills
  16. 16. 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

×