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Example 1
evidence based practice materials
Example 2
building group work skills
Example 3
building research communities
Example 4
project based learning activities
Example 5
research and teaching: an intrinsic link
Example 6
the link between cultural identity and research
Example 7
An inextricable link - theory into practice
Example 8
Teaching connoiseurs of research
Example 9
Exploiting the link in course design
Example 10
innovative practice linking engineering methods and principles to constructing
a winning product
Example 11
research and links to critical pedagogy
Example 12
Four examples to promote the synergy in history
Example 13
Students' perspective on linking research and teaching
Example 14
Two students'
perspectives
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Associate Professor Gordon Waitt lectures in human
geography from undergraduate to postgraduate levels. He has designed,
implemented and evaluated courses to develop student autonomy in learning
through a variety of student-centred approaches that exploit the link
between teaching and research.
Central to the success of the development of students' research skills
was their ability to manage group dynamics. Gordon designed a series
of workshops to promote team-work skills in conjunction with a semester
long research project where students were actively engaged in the process
of research as inquiry. Students had to work as a team to design the
research question, the interview schedule, complete the literature review,
as well as collect and transcribe interview materials.
Case 1
Workshop 1 aims to explore and map potential conflicts of
group work as well as articulating the benefits of group work.
Students follow the following steps
- list needs and positives about group work
- identify fears about group work
- find common ground (similar needs or interests) and common vision
(values and ideas upheld by all)
- develop own learning contract specifying each member's responsibilities,
timing and identifying penalities to be incurred if commitments not
met
Workshop 2 aims to encourage students to discover something
of their talents, skills, and qualities they bring to a team; and
to help their group consider their abilities and inadequacies as a team.
Students follow the following steps:
- are provided with a scenario relevant to the course content and
profiles of seven potential team members
- to replace the missing team member
- negotiate which student profile they wish to take
- are asked to consider the following questions:
- Explain and justify their choice
- Describe how they arrived at their choice
- Talk about what the procedures they employed to arrive at their
choice told them about their team and the people in it
- Predict how the group might best use their collective strengths
and weaknesses as a team.
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