03 SES 14 B JS, Higher Education for Sustainable Development: Video-based student crowd research
Joint Symposium NW 03 and NW 22
Research-based learning (RBL) is related to the traditional idea of a teaching-research nexus at the university. The concept draws parallels between research and learning as the generation of either socially or personally useful knowledge (Brew, 1999) and highlights specific characteristics. The paper first presents some of these characteristics and then discusses the preconditions of their application within the exemplary SCoRe project. By participating in all steps of the research process, students can learn how to deal with the requirements of research as well as with failures. They gain experience in discipline-specific challenges and tasks as data collection, lab experiments, or the presentation of results in front of a critical audience. These students’ activities are based and focussed on professional researchers’ methods and tasks. This research mode of learning leads to a new role of the (researching) lecturer. The lecturer does not provide a canon of knowledge but assures the quality of scientific discourses between students and guides students into the discipline (Northedge & McArthur, 2010). The similarities of lecturers and students as researchers, distinct only by their level of expertise, mark the students’ initiation into the scientific community. Which of these characteristics can be found in the idea of video-based student research implemented with many students on a digital platform? The concept of video-based student research does not exactly appear to cultivate these characteristics. As video is not a usual research tool in many disciplines, students might be lacking orientation in research practices and artefacts. Moreover, it might be difficult to enable students to run through the whole research cycle since there are so many participants. Further challenges are posed by questions of quality assurance as supervision of a crowd is possible only to a limited extent. And there is another question related to the lack of personal support in the digital space: How can students undergo enculturation within their field of study without a professional researcher guiding them in a face-to-face communication? The paper opens up a critical perspective on the concept of video-based student crowd-research in order to discuss some suggestions for further research and development.
Brew, A. (1999). Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 24(3), 291–301. Northedge, A., & McArthur, J. (2010). Guiding Students into a Discipline. The Significance of the Teacher. In C. Kreber (Ed.), The University and Its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries. London: Routledge.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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