Inquiry-based learning and research-based teaching with (social) media

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


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


1 INQUIRY-BASED LEARNING: WHAT ARE CORE IDEAS OF THIS APPROACH?


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!

&


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


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; ...


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/

&


2 THE APPROACH AND THE USE OF MEDIA: HOW DO THEY FIT?


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


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)


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).


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


DIGITAL RESEARCH: PERSONAL RESEARCH ENVIRONMENTS?

Source: http://profbailey.com/images/island.jpg


“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

...


3 OUTLOOK: THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH


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…


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?


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]


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.