fdtl5 Research & Sustainability Dr Gordon Joyes, University of Nottingham Sheena Banks, University of Sheffield We would like to acknowledge the late Louise Poulsons contribution to our project v-resort.ac.uk

fdtl5 We will cover lessons learnt from the V-ResORT project that illuminate ways in which a research process can be consciously used to develop a learning and teaching resource that is likely to be sustainable. We will make reference to some of elements within the chapters on research and sustainability that we have written for the FDTL publication. Overview

fdtl5 Sustainability Sustainability is the continuation of benefits after project funding has ceased The literature makes a distinction between outputs and outcomes as benefits. –Outputs ( technical sustainability/ use/ reuse) –Outcomes (human capital/ knowledge transfer)

fdtl5 FDTL Chapters: Research/ Sustainability What makes a project sustainable? How do we know a project has had an impact? What evidence do we have for sustainability? How can policy changes affect sustainability?

fdtl5 FDTL Chapters: Research/ Sustainability What makes a project sustainable? How do we know a project has had an impact? What evidence do we have for sustainability? How can policy changes affect sustainability?

fdtl5 Project research for sustainability Facilitates linking of theory to practice and knowledge transfer. Is now expected as part of the research- led teaching movement. Requires a theoretical framework/set of conceptual ideas. These should be in place before project begins.

fdtl5 Project research for sustainability Requires careful preparation – identifying a problem & partners. Pedagogic research/scholarship, supporting academic practice and building evidence base. Certain research approaches/methods more likely, e.g. action research. It is a form of critical inquiry that contributes to enhanced theory and practice.

fdtl5 v-resort.ac.uk The development process: –Use of theory to support prediction and analysis (decision making) –Use of action research for sustainability - an engagement model. What is V-ResORT? Why was it designed? How was it designed? Who was it designed for?

fdtl5 The research strands - to support sustainability Use of Theory –The learning design (Learning activity system analysis) –Communities of Practice The strategic engagement approach – Action Research Impact research (not just evaluation - explored the shaping of learner identity ).

fdtl5 Activity System 1: tutors/supervisors ?? ? ? ? ?

fdtl5 Activity System 1: tutors/supervisors ?? ? ? ? ? Lack of use of online tools/ resources except journals

fdtl5 Activity System 1: tutors/supervisors ?? ? ? ? ? Researchers and teachers of research teaching f2f Lack of use of online tools/ resources except journals

fdtl5 Activity System 1: tutors/supervisors ?? ? ? ? ? Researchers and teachers of research teaching f2f Lack of use of online tools/ resources except journals Create their own materials – dont share BUT

fdtl5 The challenge: tutors/ supervisors Often invite in researchers to talk about their work in face to face sessions

fdtl5 Activity System 2: students ?? ? ? ? ? Will use online tools/ resources available

fdtl5 Activity System 2: students ?? ? ? ? ? Will use online tools/ resources available

fdtl5 Activity System 2: students ?? ? ? ? Will use online tools/ resources available The students ?

fdtl5 Activity System 2: students ?? ? ? ? Will use online tools/ resources available The students ? The community ?

fdtl5 The Challenge: Research Students Mainly part-time and anywhere Work alone/except in face to face seminars in some courses Dont feel part of a research community Put off by all the isms and ologies – reified knowledge

fdtl5 Theoretical analysis predicts The students are the ones who are likely to use the resource. BUT lecturers are gatekeepers and may be problematic - a need for culture change.

fdtl5 A way forward Good practice involves students engaging with researchers talking about their work – being part of a research community Escalate funded conference 2004 found that lecturers valued video resources of researchers talking about their research Escalate funded evaluation of e-research resource 2004 found that students valued complete research narratives

fdtl5 Partners: Universities of: Nottingham, Sheffield, Bath, Canterbury Christ Church

fdtl5 Key features of the action research cycles – an invented everywhere approach 1.Preparation (Ongoing research) 2. Early Demonstrator (Adopt future technologies & Design for personalisation) 3. Expect partners to add resources (localise) 4. Engage inner circle 5. Wider circle /open invitation 6. Beyond Education

fdtl5 Free to use Registration (Supports impact research)

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Skills Training Focus Groups

fdtl5 V-ResORT: Skills training video

fdtl5 Resources

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Search Facility (Database Design)

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Learning Pathway

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Invented everywhere approach Strategically managed user engagement in the design process and creation of materials. Dissemination as a professional development process. Flexible pedagogic design to support a range of learning scenarios – personalisation. Effective technical specification. Sustainability: V-ResORT features supporting knowledge transfer

fdtl5 Developing project research There are challenges/tensions. Limits to the type of methods that can be used and time available. May have to piggy back on other project activities, eg evaluation. May conflict with stakeholder interests/priorities.

fdtl5 Developing Project Research Lack of research may undermine project claims. Project research may not be generalisable. Publication of research is a priority. Research ideas can be transferred to other settings, so go on.

fdtl5 v-resort.ac.uk