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Research-Informed Learning and Teaching at SHU

Research-Informed Learning and Teaching at SHU. Richard Hill and Mike Bramhall 2008. Summary. What do you think RILT is? What is RILT? Common Reactions Common Misconceptions An Approach to RILT Resources and Practical Help Think About Your Impact What Next?. What do you think RILT is?.

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Research-Informed Learning and Teaching at SHU

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  1. Research-Informed Learning and Teachingat SHU Richard Hill and Mike Bramhall 2008

  2. Summary • What do you think RILT is? • What is RILT? • Common Reactions • Common Misconceptions • An Approach to RILT • Resources and Practical Help • Think About Your Impact • What Next?

  3. What do you think RILT is? • Turn to a colleague • Speculate as to what you think RILT means • Write down 3 things that sum up your chat Research-InformedLearning and Teaching makes explicit the systematic enquiry into the teaching and learning process itself through research activity.

  4. What is RILT? • Knowledge creation • Research process, research methods • Application of research to different contexts • Transferable skills, employability • Practice and develop key skills • Critical thinking, integrity and honesty, informed decision-making • Commonly referred to as Research-Informed Teaching (RIT) • We think this is misleading; it is more than 'just' discipline research • Research-Informed LEARNING and Teaching (RILT)

  5. STUDENT-FOCUSED STUDENTS AS PARTICIPANTS Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or Essays – Pedagogic Research; enquiring and reflecting on learning Research-based Curriculum emphasises students undertaking inquiry-based learning Learning in research mode, problem-based learning EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS EMPHASIS ON RESEARCH CONTENT Research-led Curriculum is structured around teaching subject content - Learning about others’ research Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject – Learning to do research methods Adapted from Healey, M. (2005) Linking research and teaching: disciplinary spaces, in: R. Barnett (Ed.) Reshaping the university: new relationships between research, scholarship and teaching, 30-42. Maidenhead: McGraw-Hill/Open University Press. TEACHER-FOCUSED STUDENTS AS AUDIENCE

  6. Common reactions • "you must be joking" • "UG students can't do proper research" • "they [students] don't know enough of the basics" • "my teaching is already informed by research" • "I haven't the time to get them up to speed"

  7. Common misconceptions • "The common belief that research and teaching are inextricably entwined is an enduring myth" • Lectures about the latest discipline developments are research • Only levels 6 and 7 are 'useful' • Students need to be experts • Students learn little from doing research • Students can see the relevance of research • It's all about pedagogical research really

  8. An Approach to RILT • Student-directed, open-ended enquiry • Problems, case scenarios, small and large investigations • Individual and collaborative projects • Appropriately scaled from Level 4 onwards • Participation in communities and culture of enquiry • Capabilities for scholarship, employability, lifelong learning • Reflection is fundamental

  9. Resources and practical help • http://rilt.pbwiki.comThe SHU RILT wiki including case studies of good teaching practice within ACES • http://www.shef.ac.uk/cilass/IBL at the University of Sheffield • http://www2.warwick.ac.uk/fac/soc/sociology/research/cetlGeneral resource on RILT • http://www.heacademy.ac.uk/ourwork/research/teachingHigher Education Authority resource • http://www.heacademy.ac.uk/assets/York/documents/LinkingTeachingAndResearch_April07.pdfGood practice guide for RILT

  10. Think about your impact • How can you affect: • delivery • what experiences could you facilitate • what processes could you teach 'implicitly' • curriculum • how can you bring your research into the curriculum • what transferable skills will be useful • dissemination • how will the results be shared • will potential students see the relevance? • Will you change your practice?

  11. What next? • Think about your teaching for next semester • Think about your research interests • What can you do to involve your students in the processes of research? • write down some activities • what will they learn? • what might you learn? • which activities encourage reflection?

  12. Bibliography Hattie, J., Marsh, H. (1996) The relationship between research and teaching: a meta-analysis, Review of Educational Research, 66(4), 507-542. Healey, M. (2005) Linking research and teaching: disciplinary spaces, in: R. Barnett (Ed.) Reshaping the university: new relationships between research, scholarship and teaching, 30-42. Maidenhead: McGraw-Hill/Open University Press. J M Consulting (2000) Interactions between research, teaching, and other academic activities: report for HEFCE. Bristol: Higher Education Consulting Group.

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