Research-based teaching at the University: How to use groups and technology to improve learning Anne Nevgi & Erika Löfström Centre for Research and Development of Higher Education, Department of Education Aleksanteri-Instituutti

How we have planned to proceed Research-based teaching – definitions Collaborative learning and group work in online learning settings How to support collaborative learning? IQ Team - Supports the Web group and its' students in collaborative learning and group processes. Gives the teacher information about the students in the group and how they function as a team. How teachers learn to teach on virtual learning environment – to use ICT effectively to support learning processes Two case studies

Pedagogical training in the University of Helsinki Centre for Reserch and Development of Higher Education organizes and offers pedagogical courses for university teachers and researches Level I – 10 study credits Level II – 15 study credits Level III – 35 study credits active in pedagogical reserch to support teaching and learning in higher education Scholarship of University Teaching Development of critical thinking in higher education Quality of Web-based learning Research & Development Unit for Medical Education Viikki Campus Educational Development Service (VOK)

Definitions of research-based teaching research-led students learn about research findings content is dominated by staff research interests information transmission is the main approach to teaching research-oriented students learn about research processes. both the process of knowledge creation and the learning process are emphasized research-based students learn as researchers through inquiry-based activities roles between teacher and student is minimised

Research-led teaching includes Research staff – teaching is undertaken by researchers who are actively researching and publishing Evidence-based teaching – teaching is based on evidence of students’ experiences in the light of psychological and pedagogical literature Research-based curriculum – curriculum reflects research processes and activities (e.g. team working, giving presentations and papers) A culture of inquiry – there are debates and discussions within the subject discipline and pedagogical matters A community of scholars – students are inducted into the culture and community of researches within discipline

… Research-aligned teaching – teaching is organized by the particular research strengths and interests of staff Teaching-led research – teaching stimulates disciplinary researchs as ideas, theories and concepts are engaded with critically by students (Skelton, 2005, 65) Teaching-led research ??? Research-led teaching ???

Learning is a social process - social and participatory learning skills Knowledge is not an individual possession, but socially shared and emerges from participation in sociocultural activities (Raynolds et al 1996, 98) Learning requires also social skills. This means that learners will need skills which make them capable to social interaction A collaborative knowledge construction within a systemic approach Help-seeking strategies (Niemi, Virtanen, & Nevgi 2005)

Personal Learning Environment Social (Niemi, Virtanen, & Nevgi 2005)

Personal Social Learning Environment Self Regulation Metacognitive skills Reciprocal relationships (Niemi, Virtanen, & Nevgi 2005)

Learning Environment Social interdependenceMetacognitive skills PerPer Personal Social Self Regulation (Niemi, Virtanen, & Nevgi 2005)

Learning Environment Social Self Regulation Personal Infrastructure Teaching/Learning culture Social interdependence Metacognitive skills (Niemi, Virtanen, & Nevgi 2005)

Metacognitive knowledge and skills Metacognitive knowledge about person, task, and strategy variables and their interactions Metacognitive judgements and monitoring activities and processes that learners use in a strategic way while performing a task Self-regulation the highest level of metacognitive activity changing skills and strategies in response to new or changing task demands. (Niemi, Virtanen, & Nevgi 2005)

IQ Team – tool for students and teachers to improve group working skills in virtual learning environment

The Test of Group Roles Cronbach’s alpha-scores DimensionsData 2002 N = 259 Data 2004 N = Rejecting 2. Dominating 3. Encouraging 4. Conforming 5. Sharing know-how 6. Avoiding (Niemi, Virtanen, & Nevgi 2005)

The Test of Social Interdependence Cronbach’s alpha-scores DimensionsData 2002 N = 259 Data 2004 N = Individualistic 8. Competitive 9. Collaborative (Niemi, Virtanen, & Nevgi 2005)

The tests of Group Processes and Knowledge Creating Cronbach’s alpha-scores DimensionsData 2002 N = 259 Data 2004 N = Trustful atmosphere 11. Goal orientation and commitment 12. Innovation and Creativity 13. Power of collaboration 14. Differences as a resource 15. Tutor/teacher as a resource.80 * * * = dimension remodified by constructing new items (Niemi, Virtanen, & Nevgi 2005)

Correlations of the social behavior Social Interdependence IndividualisticCompetitive Collaborative Individualistic **.29** Competitive ** Collaborative1.00 Roles in groups Rejecting Dominating.20* Encouraging.27**.10.29** Conforming Sharing.28** ** Avoiding * = p<.05, ** = p<.001 (Niemi, Virtanen, & Nevgi 2005)

Correlations of the social behavior Group processes IndividualisticCompetitive C ollaborative Trustful atmosphere.75**.41**.50** Goal/Commitment.37**.72**.44** Innovation.40**.29**.84** Power of Collaboration.30**.17*.60** Difference as a resource.34**.29**.50** Tutor as a resource.29**.23**.29** * = p<.05, ** = p<.001 (Niemi, Virtanen, & Nevgi 2005)

Research-based teaching at the University: How to use groups and technology to improve learning Anne Nevgi & Erika Löfström Centre for Research and Development of Higher Education, Department of Education Aleksanteri-Instituutti

Web-based teaching and learning 0%100% Contact teaching Online learning Mixed modes Web-supported contact teaching Blended web-based learning Use of the Web

To think about… What is your relationship to technology in teaching? Why do you use it, or if you don’t, why not? What is the pedagogical justification behind your choice?

Teachers’ experiences of being a student Teachers’ pedagogical thinking Teachers’ teaching experience Plans for development of teaching Reflective writing Quality teaching Teachers’ Needs of support DATA

Cases on the pedagogical awareness in teachers as learners of the use of ICT in teaching Pedagogy in University teacher’s Weblogs on developing their web-based teaching – What Matters? Data:Teachers’ Weblog Accounts, N = 26

Meaningful Learning Ausubel 1968; Novak & Gowin 1984; Jonassen 1995; Ruokamo & Pohjolainen 1999; Nevgi & Tirri 2003 CriteriaHow does the Web support it? How can you tell? InteractivityDiscussion forumCritical thinking, open- CollaborativeMutual platformsStudying together learning ActivityInteractivitySelf-directedness ConstructivityStructureCombinig, comparing ContextualityVirtual realitiesProblem-solving TransferVirtual spacesPracticing, applying IntentionalityTools for planningGoal-oriented activity ReflexivityMetacognitive toolsExploring own learning