Teaching Research Methods in the Era of Covid-19: 2. Learning through doing - Online (join a waiting list)

Description:

This course is part of the NCRM Train the Trainer series in which the Centre supports teachers and trainers of research methods with their teaching. The course is designed to support their practical application of pedagogic theory and evidence for the benefit of learners.

Learning through doing or active learning is used widely in research methods education so that students enjoy hands-on experience and consolidate and expand their knowledge and skills. Trainers in social research methods regularly incorporate structured exercises, article critiques, presentations and so on in which students apply their learning, utilise methods and manipulate concepts and data. An active learning approach is consistent with being student-centred and, when activities are collaborative, seeing learners as valuable resources in the methods classroom. The course will provide participants with theoretical insights, pedagogic concepts and research evidence to work with in enhancing learning through doing in their own courses. In particular it will address the challenge of keeping learners actively engaged in online learning contexts.

The course tutors will foster active learning in the course.

The course covers:

• Why learning through doing is popular as an approach in research methods education and training
• How adopting an active approach translates into teaching strategies, tactics and tasks
• What this approach means for how learning is structured
• Active learning in online (synchronous and asynchronous) contexts
• The impact of Covid-19 the methods we teach and the way active learning of those methods remains possible

By the end of the course participants will:

• Have critically reflected on their personal teaching approach
• Appreciate the core tenets of an active learning approach
• Have knowledge of the ways in which an active learning approach is compatible with student-centred, reflective and experiential learning
• Have examined how the strategies, tactics and tasks they adopt in research methods teaching might be enhanced
• Shared learning with peers about how learning through doing can be maintained in light of the Covid-19 context.

Participants are expected to be teaching research methods already and have an interest in enhancing the aspect of learning through doing in their pedagogy amidst current Covid-19 related challenges. They might be providing short courses for NCRM or other organizations or working in higher education, including towards HEA fellow status. Participants should bring experience of teaching social research methods. This can be qualitative, quantitative, mixed or other methods and can include teaching in person or online. Reading material will be provided in the asynchronous parts of the course. Course materials will be on the NCRM Moodle platform.

PLEASE NOTE THE SYNCHRONOUS PART OF THIS COURSE IS RUN OVER 2 MORNINGS (WITH ADDITIONAL AYSNCRONOUS ONLINE LEARNING) ON THE 4TH AND 11TH MAY FROM 10-1 AND IS THE EQUIVALENT OF ONE TEACHING DAY FOR PAYMENT PURPOSES.

Programme TBC

1. Asynchronous preparation (including choice of pre-reading, sharing information about your teaching with the group, reflection exercise – What is my preferred pedagogic style?)
2. Synchronous - First half-day together (including getting to know the group, group work on the of pedagogic styles we favour and our pedagogic values, priorities and routines, individual tasks, discussion and lecture on the typological framework of approach, strategy, tactics and tasks)
3. Mid-course asynchronous activity during the week (including applying the typological framework to our individual contexts and an additional reading)
4. Synchronous-Second half-day together a week later (including discussion of the pros and cons of using the typology, moving between in person and online teaching, lecture on teaching advanced social research methods online using an active learning approach, and group work on the challenges and possible solutions)
5. Asynchronous long-term project (option to join the NCRM pedagogic network and develop a close-to-practice/ action research project to enhance your practice culminating in producing a one slide 3-minute thesis style video of what you did and found and posting it online as a resource for your peers)
6. Final synchronous event (when we can meet again in person, to share the learning from the close-to-practice projects and engage further with pedagogic research)

 

 

 

Cost:

The fee per teaching day is: • £30 per day –for students registered at UK/EU University. • £60 per day – for staff at UK/EU academic institutions, UK/EU Research Councils researchers, UK/EU public sector staff and staff at UK/EU registered charity organisations and recognised UK/EU research institutions. • £100 per day – for all other participants In the event of cancellation by the delegate a full refund of the course fee is available up to two weeks prior to the course. NO refunds are available after this date. If it is no longer possible to run a course due to circumstances beyond its control, NCRM reserves the right to cancel the course at its sole discretion at any time prior to the event. In this event every effort will be made to reschedule the course. If this is not possible or the new date is inconvenient a full refund of the course fee will be given. NCRM shall not be liable for any costs, losses or expenses that may be incurred as a result of its cancellation of a course, including but not limited to any travel or accommodation costs. The University of Southampton’s Online Store T&Cs also continue to apply.

Website and registration:

Register for this course

Region:

South East

Keywords:

Teaching and Supervising Research Methods, Blended learning, Training research methods teachers, Research Methods Education , Pedagogy , Active Learning , Online Teaching

Related publications and presentations from our eprints archive:

Teaching and Supervising Research Methods
Blended learning
Training research methods teachers

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