This document discusses implementing research-based learning in teaching. It begins with an introduction and aims of clarifying the relationship between research and student learning. It then provides context on the speaker's background and available resources. The document reviews evidence that finding balance between teaching and research is challenging. However, teaching that emphasizes knowledge construction over imparting can positively impact student understanding. The rest of the document discusses strategies to bring teaching and research together through a research-led, research-oriented, or research-based approach. Tasks encourage applying these concepts to individual teaching practice and case studies.
Linking research and teaching in Wales: A SwapshopNewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Introduction to Learning and Teaching in Higher Education (Part 2)NewportCELT
This is Part 2 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett in the afternoon of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
Linking research and teaching in Wales: A SwapshopNewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Introduction to Learning and Teaching in Higher Education (Part 2)NewportCELT
This is Part 2 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett in the afternoon of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
COLLECTING YOUR DATA
Combining classroom activities and data collection
Regular classroom activities
Teaching new grammar items
Teaching aspects of writing (e.g. Structuring the essay)
Using different materials
Teaching vocabulary
Encouraging students to take more responsibility for learning
Extending students motivation
Action research data collection
Audio-record classroom interaction or students group work responses to see how students are using them.
Collect students texts over a set period of time and monitor the improvements and gaps in their writing
Discuss with student s their reactions to new materials compared with previous materials
Give students a survey asking them for their responses to different vocabulary activities
Ask students to write a letter to a class partner to explain their most effective strategies for learning English
Get students to interview each other about what they like/dislike about various activities and ask them to record their responses.
Research and Scholarship in Higher Education Learning and TeachingNewportCELT
Presentation by Professor Simon Haslett and Hefin Rowlands of the University of Wales, Newport, discussing research supervision and links between research and teaching.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
COLLECTING YOUR DATA
Combining classroom activities and data collection
Regular classroom activities
Teaching new grammar items
Teaching aspects of writing (e.g. Structuring the essay)
Using different materials
Teaching vocabulary
Encouraging students to take more responsibility for learning
Extending students motivation
Action research data collection
Audio-record classroom interaction or students group work responses to see how students are using them.
Collect students texts over a set period of time and monitor the improvements and gaps in their writing
Discuss with student s their reactions to new materials compared with previous materials
Give students a survey asking them for their responses to different vocabulary activities
Ask students to write a letter to a class partner to explain their most effective strategies for learning English
Get students to interview each other about what they like/dislike about various activities and ask them to record their responses.
Research and Scholarship in Higher Education Learning and TeachingNewportCELT
Presentation by Professor Simon Haslett and Hefin Rowlands of the University of Wales, Newport, discussing research supervision and links between research and teaching.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Best practice in research-informed teaching: a Welsh example.NewportCELT
Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport's invited presentation to the Research informed Teaching Best Practice Conference at Staffordshire University on Wednesday 14th October 2009.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
CRI - Teaching Through Research Workshop - Alan Jenkins - linking Teaching to Research
1. Task! Introducing the session … Sit in
groups of 2-3
Ensure you have session handout
Private discussion
What do you understand by ‘Research based
learning’?
What do you think research reveals about
teaching/research relations in universities?
2. Implementing Research Based Learning in your Teaching
Alan Jenkins
Emeritus Professor Oxford Brookes University : advisor to HEA on teaching /research links and QAA Scotland on the Teaching
Research Nexus Enhancement Theme http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/
3. Aims
• Clarified your view on the current relationship between (staff/faculty ) research
and student learning in your current and future role(s), courses, discipline
and in your department /institution
• Considered a range of discipline based and department wide
case studies
• Considered how you could develop ‘research based learning in
your courses –at undergraduate level/or at postgraduate level
• Explored how those relationships could be more ‘effectively’ constructed and/
or ‘managed’.
4. Alan Jenkins
Geography undergraduate at London UK and post grad Madison USA
Schoolteacher Canada and UK
Long taught geography /contemporary China studies mainly UK at
undergraduate level outside the research elite institutions
Moved into educational /faculty development and worked on teaching
/research relations . http://www.alanjenkins.info
7. Mick Healey, Alan Jenkins and John Lea
March 2014
Developing research-based curricula
in college-based higher education
http://www.heacademy.ac.uk/c
ollege-based-he/research-
based-curricula
8. Teaching and Research :An Ideal view
“Universities should treat learning as not yet
wholly solved problems and hence always in
research mode.”
Wilhelm von Humboldt on the then future
University of Berlin (1810)
9. Teaching and Research : Two
contemporary views
"The research universities have often failed, and continue to fail their
undergraduate populations, thousands of students graduate without
seeing the world - famous professors or tasting genuine research."
University of Stony Brook (1998, 3) Reinventing Undergraduate
Education: Boyer Commission on Educating Undergraduates in the
Research University.
In Scholarship Reconsidered Ernest Boyer (1990, X11) challenged US
higher education to “break away out of the tired old teaching versus
research debate.”
10. Research evidence : ONE summary
Faculty find it hard to balance teaching and research roles
Undergraduate students often unaware of staff /faculty research or its
relevance to their concerns
At individual level limited ‘correlation’ staff research and teaching
effectiveness
At departmental and institutional levels little effective strategic links
between teaching and research
Students learning in active inquiry mode can have significant positive
impacts on understandings of knowledge complexity
11. Acting on the Research Evidence
“The aim is to increase the circumstances in which teaching and
research have occasion to meet….
Increase the skills of staff to teach emphasizing the construction of
knowledge by students rather than the imparting of knowledge by
instructors......
Ensure that students experience the process of artistic and scientific
productivity."
(Hattie and Marsh, 1996)
12. A ‘Language’ to Help Us Examine What We Do-see
handout p 1-2
• Research-led: where students learn about research findings, the curriculum
content is strongly shaped by faculty research interests/current research in
the discipline.
• Research-oriented: where students learn about research processes, the
curriculum emphasises as much the processes by which knowledge is
produced as learning knowledge that has been achieved, and faculty try to
engender a research ethos through their teaching; or
• Research-based: where students learn as researchers, the curriculum is
largely designed around inquiry-based activities, and the division of roles
between teacher and student is minimised.
• Research tutored ; where students supported by staff in small group
discuss current research ( papers) in their discipline.
13. Research-tutored
Engaging in research
discussions
Research-based
Students undertaking
research and inquiry
Research-led
Learning about current
research in the discipline
Research-oriented
Developing research
inquiry and techniques
STUDENT-FOCUSED
STUDENTS AS PARTICIPANTS
EMPHASIS ON
RESEARCH CONTENT
EMPHASIS ON
RESEARCH
PROCESSES
AND PROBLEMS
TEACHER-FOCUSED
STUDENTS AS AUDIENCE
14. Tasks :Using that typology/language
Consider the case study of geography at University College
London , page 4-5
Don’t get lost in is this ‘good’ or ‘bad’ practice ? Let’s see it
as ‘interesting practice’
Using the language of the handout page 1- 2 ; what forms of
teaching /research links do you see there ? Research led
,research orientated , research based, and/or research
tutored.
15. Small Group Task : Consider the case studies at course team level on the
handout p2-4 (Ignore departmental case studies 4-5)
QUICKLY each of you choose a case study that you think
may be suitable for ADAPTING to your practice /perhaps
as developing in your project
Individually read your case study
Then share your views on adapting these case studies to
your future practice
You have till …..
16. : Course Design-see Section 4 pp 5-6
Which of these approaches might be relevant to your future
practice /developing through your project?
Strategy 1: Develop students’ understanding of the role of
research in their discipline
Strategy 2: Develop students’ abilities to carry out research
Strategy 3: Progressively develop students’ understanding
Strategy 4: Manage students’ experience of research
17. Considering two Departmental case
studies :UCL and Imperial pp 4-5
Just from the case studies :
Discuss what you see are the similarities and the
differences in the ways these two departments
handle the roles /relationships between teaching
and research ?
19. My conclusions
• Understanding the complexity of knowledge lies at
the centre of what makes HIGHER education distinctive
• That requires purposeful action at a variety of levels
• In one’s own teaching and to an extent at course team and departmental level
one does have some freedom of action to ensure that your research in parts
supports your teaching
• As you progress in your career then departmental and institutional leaders can
do much to ensure some synergies between teaching and research
• Bringing your teaching and research more effectively together can help you
balance what can be competing demands on your time and attention.
20. How your teaching can support your role as a researcher.
• Research led teaching can make the two activities explicitly linked in
content .
• Research orientated teaching can help you reflect /experiment in
research methodologies
• Research based teaching can help you see these activities as
explicitly linked
• Making explicit to students the importance /value of research to them
–can help them better appreciate the importance of faculty
involvement in research
