inquiry-based learning and research-based teaching with (social) media
DESCRIPTION
Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART ConferenceTRANSCRIPT
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
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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
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1 INQUIRY-BASED LEARNING: WHAT ARE CORE IDEAS OF THIS APPROACH?
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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!
&
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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
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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; ...
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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/
&
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2 THE APPROACH AND THE USE OF MEDIA: HOW DO THEY FIT?
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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
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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)
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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).
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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
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DIGITAL RESEARCH: PERSONAL RESEARCH ENVIRONMENTS?
Source: http://profbailey.com/images/island.jpg
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“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
...
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3 OUTLOOK: THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH
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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…
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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?
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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]
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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.