of 33 /33
Research Informed Teaching Tansy Jessop 2 November 2016 @solentlearning Demystifying Research Informed Teaching: Do R & T occupy parallel universes? Tansy Jessop SLTI Workshop 4 November 2016

Demystifying Research Informed Teaching: parallel universes?

Embed Size (px)

Citation preview

Page 1: Demystifying Research Informed Teaching: parallel universes?

Research Informed Teaching

Tansy Jessop2 November 2016

@solentlearning

Demystifying Research Informed Teaching:

Do R & T occupy parallel universes?

Tansy JessopSLTI Workshop4 November 2016

Page 5: Demystifying Research Informed Teaching: parallel universes?

Looking back in history: medieval universities

• The main ones: Bologna (1088), Paris, Oxford (1000s), Cambridge (1209)• Training for church and civil service• Law and philosophy• Men• Authority of teachers• Printing press 1440 (Caxton), 1470 (Gutenberg)

Page 6: Demystifying Research Informed Teaching: parallel universes?

Medieval Universities in Europe (1100 to 1500)

Page 8: Demystifying Research Informed Teaching: parallel universes?

But has anything changed since the middle ages?

And is it working for student learning?

Page 9: Demystifying Research Informed Teaching: parallel universes?

A ‘facts first’ approach prevails…

Page 10: Demystifying Research Informed Teaching: parallel universes?

Research informed teaching challenges facts first

Page 11: Demystifying Research Informed Teaching: parallel universes?

Why we need to demystify RITA slippery elusive thing always changing shape? How do we get to grips with it?

A pointless task? Risky for standards? Risky for weaker students?

Page 12: Demystifying Research Informed Teaching: parallel universes?

So what is RIT?

Teachers active

Students active It’

s abo

ut c

onte

nt

It’s a

bout

pro

cess

Research-tutored

Research-orientedResearch-led

Research-based

(Healey 2005)

Page 13: Demystifying Research Informed Teaching: parallel universes?

Take Five: Post it exercise • Write down as many examples

of RIT that you have experienced or led.

• Write down what prevents you from doing RIT routinely across the curriculum?

• Populate: a) The four category white board

b) What prevents RIT?

Page 14: Demystifying Research Informed Teaching: parallel universes?

RIT as practised (my untested hypothesis)

Teachers are active

Students are active W

hat

How

Students generate research

Teach researchmethods

Teach using research

Studentsconduct research

Page 15: Demystifying Research Informed Teaching: parallel universes?

Myth 1: RIT works best in research-intensive universities

• Sciency• Competent and capable researchers• Great research environment• Lots of dosh• Loads of PhD students

Page 16: Demystifying Research Informed Teaching: parallel universes?

But does it?

Researchexcellence

Teaching excellence

Page 17: Demystifying Research Informed Teaching: parallel universes?

RIT depends on how you view knowledge…

Students are kept “at arm’s length” from research

(Angela Brew)

Especially when research is positivist, external, detached, experimental, scientific, product oriented…

(Brew 1999)

Page 18: Demystifying Research Informed Teaching: parallel universes?

Brew’s argument: paradigm wars?

Brew (2003)

Page 19: Demystifying Research Informed Teaching: parallel universes?

“A positive research and teaching link primarily depends on the nature of students’ learning experiences, resulting from appropriate teaching and learning processes, rather than on particular inputs or outcomes”

(Elton 2001, 43).

Page 20: Demystifying Research Informed Teaching: parallel universes?

Myth 2: Research-active lecturers are better at RIT

• Confidence• Research projects on-the-go• They can put their own research into teaching• But does this view favour the transmission of

information• Is this a trading view of research?

Page 21: Demystifying Research Informed Teaching: parallel universes?

Students don’t rate it

HEPI Student Academic Experience Survey 2015

Page 22: Demystifying Research Informed Teaching: parallel universes?

The nature of the link may no longer depend on the research excellence of teachers, but rather on their ability to encourage

and facilitate in their students a problematic approach to learning. The focus has been shifted from the excellence of the

teacher to the excellence of the learning experience (Elton 2001, 50)

Page 23: Demystifying Research Informed Teaching: parallel universes?

Myth 3: You can’t do RIT with first year undergraduate

students

Page 24: Demystifying Research Informed Teaching: parallel universes?

It all began with Perry’s Unit Evaluations…

“This course has changed my whole outlook on life. Superbly taught!”

“This course is falsely taught and dishonest. You have cheated me of my tuition”

Page 25: Demystifying Research Informed Teaching: parallel universes?

This has been the most sloppy, disorganised course I’ve ever taken.

Of course I’ve made some improvement, but this has been due entirely to my own efforts!”

Page 26: Demystifying Research Informed Teaching: parallel universes?
Page 27: Demystifying Research Informed Teaching: parallel universes?

The reliance on traditional instruction is not simply a choice made by individual faculty—students often prefer it. This resistance to active learning may have more to do with their epistemological development than a true preference for passivity.

William Perry 1981

Page 28: Demystifying Research Informed Teaching: parallel universes?

The journey: move over dualism

By confronting students with uncertainty, ambiguity, and conflicting perspectives, instructors help them develop more mature mental models that coincide with the problem-solving approaches used by experts.

William Perry 1981

Page 29: Demystifying Research Informed Teaching: parallel universes?

Intellectual Development of Students

Page 30: Demystifying Research Informed Teaching: parallel universes?

Why bother with RIT?

• Self-confidence• Independence in learning • Increasing epistemological sophistication• Entry into discipline research cultures• Collegial relations with academics• Improved grades• Enhanced metacognition• Increased engagement• Employability skills

(Levy 2012)

Benefits to students in the following areas:

Page 31: Demystifying Research Informed Teaching: parallel universes?

We need to shift students from the idea that university is just like school, only faster.

Lewis Elton

Page 32: Demystifying Research Informed Teaching: parallel universes?
Page 33: Demystifying Research Informed Teaching: parallel universes?

ReferencesBrew, A. 2003. Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education, HERDSA. 3-18.Brew, A. 1999. Research and teaching: Changing relationships in a changing context, Studies in Higher Education, 24:3, 291-301.Collini, S. 2012. What are Universities for? London: Penguin Books.Elton, L. 2001. Research and Teaching: Conditions for a positive link, Teaching in Higher Education, 6:1, 43-56.Hattie, J. and H.W. Marsh, 1996. The Relationship between Research and Teaching: A Meta-Analysis. Review of Educational Research, 66(4), 507-542.Healey, M. and A. Jenkins, 2009. Developing undergraduate research and inquiry. York: Higher Education Academy.Healey, M., 2005. Linking Research and Teaching: disciplinary spaces In R. Barnett, ed, Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, 30-42.Jessop, T and Wu, Q. 2016 (forthcoming) Debunking common myths about RIT. Dialogue Journ-alPerry, William 1981. Cognitive and Ethical Growth: The Making of Meaning. In Chickering, A. 1981. The Modern American College. San Francisco. Jossey Bass. Shulman, L. 2004. Pedagogies of Substance. Chapter 7 In Teaching as Community Property: essays on Higher Education. 128-139. San Francisco. Jossey-Bass.