03 SES 14 B JS, Higher Education for Sustainable Development: Video-based student crowd research
Joint Symposium NW 03 and NW 22
Why don't we let students be pioneers in going new ways in research and thereby prepare them for coping with uncertainty? Research-based learning (RBL) is a type of learning related to excellent teaching not only in schools but also in higher education (Brew, 2013). In this most advanced variant of research orientation in learning, students learn by actively doing research themselves (Healey & Jenkins, 2009). As intended results, they are supposed to adapt a questioning attitude, make progress in their personal development by experiencing failing as well as success, and potentially even contribute to a new state of research in their field (Huber, 2014). The Design-based Research (DBR) project to which the paper relates explores and expands the options of RBL in the digital space. Digital environments offer diverse opportunities to enable and support student research (Levy, 2013), opportunities we use for augmenting traditional research practices. By making video, video annotation and the specific variant of 360° video both mediums and instruments in sustainability research we aim for a new learner experience, deeper learning, and a multiplicity of perspectives. Showing an area of investigation while presenting its every angle, the 360° video technology allows for individual acquirement of the space. A unique immersive potential is provided by the user’s self-determined image section. Here, we refer to findings which indicate that the combination of traditional knowledge assets (formal) and open, unstructured digital spaces (informal) offers a possibility of encouraging students to experiment and to explore the body of knowledge. In addition, more new and continuative learning goals can unfold (Jahnke et al., 2014). Highly immersive conditions linked to positive emotions, according to Olmos-Raya et al. (2018), can be helpful in long term retaining of the acquired knowledge. New didactical options appear due to the fact that the user explores and interprets the space through the self-chosen image section, based on his or her own experience and interests. The individual perspective, the very own assessment and interpretation of the situation provoke the insight exchange with others and the personal knowledge construction. In our paper we present ideas for new ways of research-based learning by applying 360° video and the rationales behind them. Well-founded conjectures are explicated in Design Principles whose development supports the DBR process.
Brew, A. (2013). Integrating Research and Teaching: Understanding Excellence. In A. Skelton (Ed.), International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice (p. 74–88). London: Routledge. Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. York: The Higher Education Academy. Huber, L. (2014). Forschungsbasiertes, Forschungsorientiertes, Forschendes Lernen. Hochschulforschung, (1+2), 22–29. Jahnke, I. (2014). Hochschuldidaktik 2.0? Digitale didaktische Designs für kollaboratives und kreatives Lehren und Lernen. In Kompetenzzentrum der Universität Siegen (Hrsg.), Werkstattbericht: Hochschuldidaktik 3 - Kommunikation und Kollaboration - Methoden und Chancen für die Lehre (pp. 7–54). Siegen: universi. Levy, P. (2013). Exploring and Developing Excellence: Towards a Community of Praxis. In A. Skelton (Ed.), International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice (p. 141–156). London: Routledge. Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos, M. C., Giglioli, I. A. C., & Alcañiz, M. (2018). Mobile virtual reality as an educational platform: A pilot study on the impact of immersion and positive emotion induction in the learning process. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2045–2057.
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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