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Keynote Lecture | Abstract | Let’s turn back from the common understanding of technology as pure handcraft to a more interdisciplinary perspective of learning in Higher Education: With our keynote we focus first at the general potentials of learning how to do research. Then we will have a closer look to the situation if all described parameters are implemented in universities like ours today. Digital media and online tools, especially social media, are in our core interest by focusing research processes within the target groups (by name students, instructors). What types of media do they use and which concepts of technology could be identified through students’ action? Referring to pedagogical concepts and common practices we will show that inquiry-based learning and research-based teaching by using (social) media is possible, but: There is a need for an interdisciplinary approach from the viewpoint of Higher Education in and with media.
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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)
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 2
SPOTLIGHT: OVERWHELMING MEDIA
Source: https://www.flickr.com/photos/thomcochrane/4972619950/sizes/l
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 3
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
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 4
1 INQUIRY-BASED LEARNING: WHAT ARE CORE IDEAS OF THIS APPROACH?
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 5
INQUIRY-BASED LEARNING: CORE IDEAS
Ask!
Criticize!
Looking behind!
Analyze!
Investigate!
Present!
Create !
Evaluate!Interpret!
Goal: Undertaking research and inquiry within formal learning scenarios.
LEARNER‘S PRACTICES AND PREFERENCES
COMMON PRACTICES IN RESEARCH AND TEACHING
Share!Discuss!
Re-Interpret!
Ask!Criticize!
Looking behind!Investigate!
Discuss!
&
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 6
INQUIRY BASED LEARNING: THE LEARNER‘S POINT OF VIEW
RESEARCH-BASED TEACHING: THE INSTRUCTOR’S POINT OF VIEW
INQUIRY-BASED LEARNING OR RESEARCH-BASED TEACHING?
Source: http://curriculum.leeds.ac.uk/wp-content/uploads/healeymatrix.jpg Source: http://mlab.uiah.fi/fle/research/image1.jpg
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 7
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; ...
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 8
INQUIRY-BASED LEARNING: TYPICAL CHALLENGES
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
...
Sources: https://www.flickr.com/photos/audiolucistore/14160279212/sizes/l; https://www.flickr.com/photos/83633410@N07/7658284016/sizes/m/
&
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 9
2 THE APPROACH AND THE USE OF MEDIA: HOW DO THEY FIT?
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 10
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
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 11
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.flickr.com/photos/globalx/3654834786/sizes/m/ Source: https://www.flickr.com/photos/ivyfield/4532962327/sizes/l
(compare Donk, 2012)
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 12
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).
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 13
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
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, ...)
DIGITAL RESEARCH: POSSIBILITIES FOR THE USE OF TECHNOLOGY
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 14
DIGITAL RESEARCH: PERSONAL RESEARCH ENVIRONMENTS?
Source: http://profbailey.com/images/island.jpg
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 15
“PERSONAL” DIGITAL RESEARCH
Challenges and
opportunities
Academic tribes and cultures
Cross-institutional scenarios
Missing interoperability
of tools
Various media formats
Individual use cases
Non-users
Restrictions by law
...
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 16
3 OUTLOOK: THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 17
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…
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 18
Source: https://www.flickr.com/photos/marfis75/4386981374/sizes/l
THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH: IDEAS AND QUESTIONS
In the Perspective of Higher Education | Heterogenious students? | Interests and motivation?
In the Perspective of Science and Research | Understanding of research? | Influences of the disciplines?
In the Perspective of Technology | Modelling of processes? | Tools and environments?
In the Perspective of Media Pedagogy | Mediatized Academia? | Media ecologies?
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 19
THANK YOU FOR YOUR INTEREST.
Dr. Sandra Hofhues, [email protected] Prof. Dr. Ulrike Lucke, [email protected] Prof. Dr. Gabi Reinmann, [email protected] Ass.-Prof. Dr. Mandy Schiefner-Rohs, [email protected]
Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 20
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.