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

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Mandy Rohs
Mandy Rohs

Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART Conference

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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)
SPOTLIGHT: OVERWHELMING MEDIA Source: https://www.flickr.com/photos/thomcochrane/4972619950/sizes/l Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 2
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 | 3
1 INQUIRY-BASED LEARNING: WHAT ARE CORE IDEAS OF THIS APPROACH? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 4
INQUIRY-BASED LEARNING: CORE IDEAS LEARNER‘S PRACTICES AND PREFERENCES Ask! Criticize! & Looking behind! Investigate! Analyze! IN RESEARCH AND TEACHING Create ! Evaluate!Interpret! Criticize! Re-Interpret! Discuss! Present! COMMON PRACTICES Share! Ask! Looking behind! Investigate! Discuss! Goal: Undertaking research and inquiry within formal learning scenarios. Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 5
INQUIRY-BASED LEARNING OR RESEARCH-BASED TEACHING? 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 Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 6
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 | 7
INQUIRY-BASED LEARNING: TYPICAL CHALLENGES & Sources: https://www.flickr.com/photos/audiolucistore/14160279212/sizes/l; https://www.flickr.com/photos/83633410@N07/7658284016/sizes/m/ 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 ... Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 8
2 THE APPROACH AND THE USE OF MEDIA: HOW DO THEY FIT? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 9
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 | 10
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.Source: https://www.flickr.com/photos/ivyfield/4532962327/sizes/l flickr.com/photos/globalx/3654834786/sizes/m/ (compare Donk, 2012) Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 11
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 | 12
DIGITAL RESEARCH: POSSIBILITIES FOR THE USE OF TECHNOLOGY INQUIRY BASED LEARNING: THE LEARNER‘S POINT OF VIEW RESEARCH-BASED TEACHING: THE INSTRUCTOR’S POINT OF VIEW 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, ...) 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 | 13
DIGITAL RESEARCH: PERSONAL RESEARCH ENVIRONMENTS? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 14 Source: http://profbailey.com/images/island.jpg
“PERSONAL” DIGITAL RESEARCH Academic tribes and cultures Challenges and opportunities Cross-institutional scenarios Missing interoperability of tools Various media formats Individual use cases ... Restrictions by law Non-users Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 15
3 OUTLOOK: THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 16
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 | 17
THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH: IDEAS AND QUESTIONS In the Perspective of Science and Research | Understanding of research? | Influences of the disciplines? In the Perspective of Media Pedagogy | Mediatized Academia? | Media ecologies? Source: https://www.flickr.com/photos/marfis75/4386981374/sizes/l In the Perspective of Higher Education | Heterogenious students? | Interests and motivation? In the Perspective of Technology | Modelling of processes? | Tools and environments? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 18
THANK YOU FOR YOUR INTEREST. Dr. Sandra Hofhues, sandra.hofhues@zu.de Prof. Dr. Ulrike Lucke, ulrike.lucke@uni-potsdam.de Prof. Dr. Gabi Reinmann, gabi.reinmann@zu.de Ass.-Prof. Dr. Mandy Schiefner-Rohs, mandy.rohs@sowi.uni-kl.de Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 19
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. Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 20

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

  • 1. 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)
  • 2. SPOTLIGHT: OVERWHELMING MEDIA Source: https://www.flickr.com/photos/thomcochrane/4972619950/sizes/l Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 2
  • 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 | 3
  • 4. 1 INQUIRY-BASED LEARNING: WHAT ARE CORE IDEAS OF THIS APPROACH? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 4
  • 5. INQUIRY-BASED LEARNING: CORE IDEAS LEARNER‘S PRACTICES AND PREFERENCES Ask! Criticize! & Looking behind! Investigate! Analyze! IN RESEARCH AND TEACHING Create ! Evaluate!Interpret! Criticize! Re-Interpret! Discuss! Present! COMMON PRACTICES Share! Ask! Looking behind! Investigate! Discuss! Goal: Undertaking research and inquiry within formal learning scenarios. Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 5
  • 6. INQUIRY-BASED LEARNING OR RESEARCH-BASED TEACHING? 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 Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 6
  • 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 | 7
  • 8. INQUIRY-BASED LEARNING: TYPICAL CHALLENGES & Sources: https://www.flickr.com/photos/audiolucistore/14160279212/sizes/l; https://www.flickr.com/photos/83633410@N07/7658284016/sizes/m/ 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 ... Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 8
  • 9. 2 THE APPROACH AND THE USE OF MEDIA: HOW DO THEY FIT? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 9
  • 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 | 10
  • 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.Source: https://www.flickr.com/photos/ivyfield/4532962327/sizes/l flickr.com/photos/globalx/3654834786/sizes/m/ (compare Donk, 2012) Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 11
  • 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 | 12
  • 13. DIGITAL RESEARCH: POSSIBILITIES FOR THE USE OF TECHNOLOGY INQUIRY BASED LEARNING: THE LEARNER‘S POINT OF VIEW RESEARCH-BASED TEACHING: THE INSTRUCTOR’S POINT OF VIEW 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, ...) 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 | 13
  • 14. DIGITAL RESEARCH: PERSONAL RESEARCH ENVIRONMENTS? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 14 Source: http://profbailey.com/images/island.jpg
  • 15. “PERSONAL” DIGITAL RESEARCH Academic tribes and cultures Challenges and opportunities Cross-institutional scenarios Missing interoperability of tools Various media formats Individual use cases ... Restrictions by law Non-users Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 15
  • 16. 3 OUTLOOK: THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 16
  • 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 | 17
  • 18. THE NEED OF (MORE) INTERDISCIPLINARY RESEARCH: IDEAS AND QUESTIONS In the Perspective of Science and Research | Understanding of research? | Influences of the disciplines? In the Perspective of Media Pedagogy | Mediatized Academia? | Media ecologies? Source: https://www.flickr.com/photos/marfis75/4386981374/sizes/l In the Perspective of Higher Education | Heterogenious students? | Interests and motivation? In the Perspective of Technology | Modelling of processes? | Tools and environments? Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 18
  • 19. THANK YOU FOR YOUR INTEREST. Dr. Sandra Hofhues, sandra.hofhues@zu.de Prof. Dr. Ulrike Lucke, ulrike.lucke@uni-potsdam.de Prof. Dr. Gabi Reinmann, gabi.reinmann@zu.de Ass.-Prof. Dr. Mandy Schiefner-Rohs, mandy.rohs@sowi.uni-kl.de Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 19
  • 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. Hofhues | Lucke | Reinmann | Schiefner-Rohs | SMART 2014 | Keynote Lecture | 20