Today's lunch time session, and the last of this year's 'kick-off' series of professional development workshops from Ara Institute of Canterbury, is on 'research informed teaching.
Dr. Michael Shone and I facilitate the session with four of our researcher lecturers presenting their take on how they integrate research into their teaching. Talei Howell-Price from events hosts the session.
After welcome and housekeeping from Talei, I run through an overview of the session. Michael then speaks on various ways research informed teaching may be defined, drawing from recommendations provided by the NZ Universities group. These are research-informed teaching, research-led teaching (which can be research-orientated, research-tutores or research-nased learning).
Then each of the presenters provide their examples:
- First up Dr. Hossein Askarinejad from the Department of Engineering and Architectural Studies sets the scene by rationalising the reasons for connecting research with teaching including the needs to develop higher order thinking and sense-making skills with students; the job market seeking people who have novel thinking and are adaptable; and the requirements to work with data etc. to inform practice. Provided a continuum between teacher and student focused ways to link research to learning (Turner & Wuetherick, 2006). Followed by examples from his own teaching practice. Problem-based learning and the use of BYOD to allow inquiry-based learning during sessions supported.
- Then Dr. Bronwyn Beatty from the Broadcasting School described how to engage students with the research aspects of a largely practice-based, applied learning programme through participation in authentic simulated and work-based learning environments. She detailed the concept of media ecology, and how this is introduced to students. Research teachers improves knowledge, allowing it to be brought into teaching. Of importance is the small amount of NZ research. Access by students to these provide better contextualisation and currency. Students conduct projects at each year of the three year degree, gradually increasing in complexity and work on individual and team projects. One good example is for students to replicate NZ studies, to update the data and findings as social/political factors evolve. This helps students realise the role of research and allows them to experience and learn research.
- Next, Dr. Peter Olson from the Department of Applied Sciences and Social Practice provided an overview of his research in sports sciences and how students are engaged through participation with projects.Described how he shifted from unversity type research to applied research by forming networks and relations with 'industry'. These create opportunities for teachers and students to apply theory to practice via participation in real world projects.
- Dr. Andrew Frost, who teaches in the Social Work programme then provided an example of a project with students Randolph Grace and Anthony McLean whereby students participated as research assistants. Presented on the context and details of the project, methodology and discussed findings.
Brief discussion on 'principles' for incorporating research into teaching at Ara then ensued.
Question and answer session followed with questions on scaffolding research and incorporating research at various levels of student study.
A good session showcasing the applied nature of research at Ara and the calibre of research undertaken.
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