Content

In recent years, research-based (or inquiry-based) learning has emerged as a key term in educational and higher education policy discourses worldwide as an effective method for fostering deep learning. But what does this multifaceted concept actually entail? Is it simply a modern reinterpretation of Humboldt’s classic ideal of the unity of research and teaching? Or is it merely about communicating our own research findings to students? What do research and learning have to do with each other in the first place? And how can I concretely implement a research-oriented approach in my teaching?
This online course addresses these questions and explores concrete ways to implement them in your own teaching. In this planning workshop, we will primarily draw on the proposals for research-based learning by Mick Healey & Alan Jenkins as well as the Zurich Framework. You will first classify and reflect on your planned course within these parameters. This involves, among other things, the following questions: Are students more active participants or an audience? Is the content of cutting-edge research presented, or is the focus on the process of research production? Is the goal for students to explore existing answers to research questions, or should students find their own answers to such questions? Or even develop their own questions?
In a fixed small group, you will develop content on research-based learning, plan your specific course, and receive feedback from the instructor as well as your peers.
You can submit the projects you plan in this online course as Module III work to the relevant departments at your home university.
This course builds on the content of the “Fit for Teaching” course. Participants who have not yet taken “Fit for Teaching” can review key concepts as part of this course. Please note that this does not replace participation in “Fit for Teaching.”
Learning Objectives:
After the course, you will be able to…

• reflect different definitions of research-based learning and describe your understanding of this didactic principle.
• locate your university‘s approach to RBL in the context of Healey and Jenkins‘ definition of research-based learning.
• explicitly describe the research cycle for your discipline.
• identify student activities which are part of the research cycle.
• plan measures to further enhance RBL at your university.

Digital Teaching-Learning Activities:

• Short presentations
• Individual work
• Group work
• Moderated discussion

Requirements:

• To participate, you must be actively involved in specific research-related teaching. A realistic, research-oriented teaching project that can be planned, revised, and discussed is therefore required.
• Openness to a workshop-style format and working in groups