Inquiry-based learning and research-based teaching with (social) media

INQUIRY-BASED LEARNING AND
RESEARCH-BASED TEACHING WITH
(SOCIAL) MEDIA
Dr. Sandra Hofhues (Zeppelin University, Friedrichshafen, Germany)
Prof. Dr. Ulrike Lucke (University of Potsdam, Germany)
Prof. Dr. Gabi Reinmann (Zeppelin University, Friedrichshafen, Germany)
Ass.-Prof. Dr. Mandy Schiefner-Rohs (TU Kaiserslautern, Germany)

OVERVIEW
1 Inquiry-based learning: What are core ideas of this approach?
2 The approach and the use of media: How do they fit?
| Digital research practices: Do they really change?
| Digital research environments: How personal could they be?
3 Outlook: The need of (more) interdisciplinary research

1 INQUIRY-BASED LEARNING:
WHAT ARE CORE IDEAS OF THIS APPROACH?

INQUIRY-BASED LEARNING: CORE IDEAS
LEARNER‘S PRACTICES
AND PREFERENCES
Ask!
Criticize!
&
Looking behind!
Investigate!
Analyze!
IN RESEARCH AND TEACHING
Create !
Evaluate!Interpret!
Criticize!
Re-Interpret!
Discuss!
Present!
COMMON PRACTICES
Share!
Ask!
Looking behind!
Investigate!
Discuss!
Goal: Undertaking research and inquiry within formal learning scenarios.

INQUIRY-BASED LEARNING OR
RESEARCH-BASED TEACHING?
INQUIRY BASED LEARNING:
THE LEARNER‘S POINT OF VIEW
RESEARCH-BASED TEACHING:
THE INSTRUCTOR’S POINT OF VIEW
Source: http://curriculum.leeds.ac.uk/wp-content/uploads/healeymatrix.jpg
Source: http://mlab.uiah.fi/fle/research/image1.jpg

INQUIRY-BASED LEARNING:
(INTER-) DISCIPLINARY APPROACHES
In the Perspective of Science and Research:
Understanding and undertaking research from the beginning; growing up‘ in
Academia; getting into research habit, ...
In the Perspective of Higher Education:
Foster competencies e.g. in critical thinking by supporting students‘ research;
implementing innovative teaching and learning scenarios; ...
In the Perspective of Media Pedagogy:
Learning to act with (digital) tools, communicate and collaborate in and with
media; reflective use of digital environments; “21st century skills”, ...
In the Perspective of Technology:
Identify relevant actors, artifacts and processes; assign and/or develop suitable
data structures and tools; ensure usability and interoperability; ...

INQUIRY-BASED LEARNING:
TYPICAL CHALLENGES
&
Sources: https://www.flickr.com/photos/audiolucistore/14160279212/sizes/l; https://www.flickr.com/photos/83633410@N07/7658284016/sizes/m/
Dilemma of instruction
Openness and overload
Emotions and motivation
Continuous tool chain
…
Activate students do learn
Self-directed learning processes
Various problems
Critical and reflective habitus
...

2 THE APPROACH AND THE USE OF
MEDIA: HOW DO THEY FIT?

DIGITAL MEDIA IN ACADEMIA
Is media changing Academia?
| The use of digital resources and tools is essential to do research (mailing,
searching, collaborating by skype, ....)
| New fields like e-science or digital humanities
Source: https://www.flickr.com/photos/ivyfield/4532962327/sizes/l

DIGITAL (MEDIA) SPACES IN ACADEMIA
Digital media to change
communication, publication
processes and access to
information
(“digitised science”)
Digital media to generate
questions, insights, knowledge
and theory
(“digital science”)
Source: https://www.Source: https://www.flickr.com/photos/ivyfield/4532962327/sizes/l flickr.com/photos/globalx/3654834786/sizes/m/
(compare Donk, 2012)

DIGITAL RESEARCH PRACTICES AND
ENVIRONMENTS
Digital research practices: Do they really change?
1. Students use different technologies for learning purposes, but
not in an extraordinary way (Grosch & Gideon, 2011).
2. PhD-candidates also use different technologies, but only for
information and some communication processes, not for
collaboration with others in the academic context at all
(Hofhues & Schiefner-Rohs, 2012).
Digital research environments: How personal could they be?
Only a few universities have adopted coherent strategies and
policies for pedagogical integration of technology and social
media (Holotescu & Grosseck, 2012).

DIGITAL RESEARCH: POSSIBILITIES FOR THE
USE OF TECHNOLOGY
INQUIRY BASED LEARNING:
THE LEARNER‘S POINT OF VIEW
RESEARCH-BASED TEACHING:
THE INSTRUCTOR’S POINT OF VIEW
Content Repositories
(sharing and archiving)
Learning Platforms
(acquisition and demonstration of knowledge)
Knowledge Networks
(modeling, managing and presenting competencies)
Collaboration Tools
(scheduling, collaboration, tagging, networking, ...)
Reflection Tools
(weblogs, e-portfolios, …)
Community Management
(partners, topics, products, events, ...)
Source: http://curriculum.leeds.ac.uk/wp-content/uploads/healeymatrix.jpg
Source: http://mlab.uiah.fi/fle/research/image1.jpg

DIGITAL RESEARCH:
PERSONAL RESEARCH ENVIRONMENTS?
Source: http://profbailey.com/images/island.jpg

“PERSONAL” DIGITAL RESEARCH
Academic
tribes and
cultures
Challenges
and
opportunities
Cross-institutional
scenarios
Missing
interoperability
of tools
Various media
formats
Individual use
cases
...
Restrictions
by law
Non-users

3 OUTLOOK: THE NEED OF (MORE)
INTERDISCIPLINARY RESEARCH

OUTLOOK
Research practices in
and with digital media
often go back to the
understanding of
university as
institutionalized place of
knowledge production.
What we actually see
and maybe need is a
reframing of university
in a mediatized society.
Research to be
continued…

THE NEED OF (MORE) INTERDISCIPLINARY
RESEARCH: IDEAS AND QUESTIONS
In the Perspective of
Science and Research
| Understanding of research?
| Influences of the disciplines?
Media Pedagogy
| Mediatized Academia?
| Media ecologies?
Source: https://www.flickr.com/photos/marfis75/4386981374/sizes/l
Higher Education
| Heterogenious students?
| Interests and motivation?
Technology
| Modelling of processes?
| Tools and environments?

THANK YOU FOR YOUR INTEREST.
Dr. Sandra Hofhues, sandra.hofhues@zu.de
Prof. Dr. Ulrike Lucke, ulrike.lucke@uni-potsdam.de
Prof. Dr. Gabi Reinmann, gabi.reinmann@zu.de
Ass.-Prof. Dr. Mandy Schiefner-Rohs, mandy.rohs@sowi.uni-kl.de

REFERENCES
Donk, A. (2012). The Global Science Village? Wissenschaftler in der digitalen Welt. medien +
erziehung (merz) Wissenschaft. 6, 103–113.
Grosch, M. & Gideon, G. (2011) Mediennutzungsgewohnheiten im Wandel. Ergebnisse einer
Befragung zur studiumsbezogenen Mediennutzung. Karlsruhe: KIT Scientific Publishing.
Hofhues, S. & Schiefner-Rohs, M. (2012). Doktorandenausbildung zwischen
Selbstorganisation und Vernetzung: zur Bedeutung digitaler sozialer Medien. In G. Csanyi,
F. Reichl, A. Steiner (Hrsg.), Digitale Medien – Werkzeuge für exzellente Forschung und
Lehre (S. 313–323). Reihe Medien in der Wissenschaft (Band 61). Münster: Waxmann.
Hofhues, S. (2014). Personal Learning Environments aus hochschul- und mediendidaktischer
Sicht. (Eingeladener) Impulsvortrag im Workshop “Persönliche Lernumgebungen im
Hochschulkontext”. 20.1.2014 (Potsdam).
Holotescu, C. & Grosseck, G. (2012). An empirical analysis of the educational effects of social
media in universities and colleges. The 8th International Scientific Conference eLearning
and software for Education Bucharest, April 26-27, 2012, 167-174.

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