fdtl5 research & sustainability dr gordon joyes, university of nottingham sheena banks,...

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Research & Sustainability

Dr Gordon Joyes, University of Nottingham

Sheena Banks, University of Sheffield

We would like to acknowledge the late Louise Poulson’s contribution to our project

v-resort.ac.uk

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We will cover lessons learnt from the V-ResORT project that illuminate ways in which a research process can be consciously used to develop a learning and teaching resource that is likely to be sustainable.

We will make reference to some of elements within the chapters on research and sustainability that we have written for the FDTL publication.

Overview

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Sustainability

• Sustainability is the continuation of benefits after project funding has ceased

• The literature makes a distinction between outputs and outcomes as benefits.– Outputs ( technical sustainability/ use/ reuse)– Outcomes (human capital/ knowledge

transfer)

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FDTL Chapters: Research/ Sustainability

• What makes a project sustainable?

• How do we know a project has had an impact?

• What evidence do we have for sustainability?

• How can policy changes affect sustainability?

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FDTL Chapters: Research/ Sustainability

• What makes a project sustainable?

• How do we know a project has had an impact?

• What evidence do we have for sustainability?

• How can policy changes affect sustainability?

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Project research for sustainability

• Facilitates linking of theory to practice and knowledge transfer.

• Is now ‘expected’ as part of the research-led teaching movement.

• Requires a theoretical framework/set of conceptual ideas.

• These should be in place before project begins.

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Project research for sustainability

• Requires careful preparation – identifying a problem & partners.

• Pedagogic research/scholarship, supporting academic practice and building evidence base.

• Certain research approaches/methods more likely, e.g. action research.

• It is a form of critical inquiry that contributes to enhanced theory and practice.

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v-resort.ac.uk

• The development process: – Use of theory to support prediction and analysis

(decision making) – Use of action research for sustainability - an

engagement model.

• What is V-ResORT? Why was it designed? How was it designed? Who was it designed for?

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The research strands - to support sustainability

• Use of Theory – The learning design (Learning activity system

analysis) – Communities of Practice

• The strategic engagement approach – Action Research

• Impact research (not just evaluation - explored the shaping of learner identity ).

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Activity System 1: tutors/supervisors

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 Activity System 1: tutors/supervisors

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Lack of use of online tools/ resources except journals

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 Activity System 1: tutors/supervisors

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Researchers and teachers of research teaching f2f

Lack of use of online tools/ resources except journals

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 Activity System 1: tutors/supervisors

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Researchers and teachers of research teaching f2f

Lack of use of online tools/ resources except journals

Create their own materials – don’t share BUT

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The challenge: tutors/ supervisors

Often invite in researchers to talk about their work in face to face sessions

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 Activity System 2: students

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Will use online tools/ resources available

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 Activity System 2: students

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Will use online tools/ resources available

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 Activity System 2: students

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Will use online tools/ resources available

The students?

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 Activity System 2: students

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Will use online tools/ resources available

The students?

The community?

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The Challenge: Research Students

• Mainly part-time and anywhere

• Work alone/except in face to face seminars in some courses

• Don’t feel part of a research community

• Put off by all the ‘isms’ and ‘ologies’ – reified knowledge

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Theoretical analysis predicts

• The students are the ones who are likely to use the resource.

• BUT lecturers are ‘gatekeepers’ and may be problematic - a need for culture change.

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A way forward

• Good practice involves students engaging with researchers talking about their work – being part of a research community

• Escalate funded conference 2004 found that lecturers valued video resources of researchers talking about their research

• Escalate funded evaluation of e-research resource 2004 found that students valued complete research narratives

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Partners:

Universities of:

•Nottingham,

•Sheffield,

•Bath,

•Canterbury Christ Church

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Key features of the action research cycles – an invented everywhere approach

1.Preparation (Ongoing research)

2. Early Demonstrator (Adopt ‘future’ technologies & Design for personalisation)

3. Expect partners to add resources (localise)

4. Engage inner circle

5. Wider circle /open invitation

6. Beyond Education

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Free to use

Registration (Supports impact research)

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Skills Training

Focus Groups

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V-ResORT: Skills training video

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Resources

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SearchFacility

(Database Design)

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LearningPathway

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‘Invented everywhere’ approach

•Strategically managed user engagement in the design process and creation of materials.

•Dissemination as a professional development process.

•Flexible pedagogic design to support a range of learning scenarios – personalisation.

•Effective technical specification.

Sustainability: V-ResORT features supporting knowledge transfer

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Developing project research

• There are challenges/tensions.• Limits to the type of methods that

can be used and time available.• May have to ‘piggy back’ on other

project activities, eg evaluation.• May conflict with stakeholder

interests/priorities.

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Developing Project Research

• Lack of research may undermine project claims.

• Project research may not be generalisable.

• Publication of research is a priority.• Research ideas can be transferred to

other settings, so ‘go on’.

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