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Students as co- researchers in epistemic communities: new forms of engagement and knowledge construction Dr. Sue Timmis, Graduate School for Education.

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Presentation on theme: "Students as co- researchers in epistemic communities: new forms of engagement and knowledge construction Dr. Sue Timmis, Graduate School for Education."— Presentation transcript:

1 Students as co- researchers in epistemic communities: new forms of engagement and knowledge construction Dr. Sue Timmis, Graduate School for Education Dr. Jane Williams, Centre for Medical Education

2 Introduction Models of undergraduate research Engagement and agency Co-researcher model and examples Conclusions Overview

3 Reconfiguring higher education relationships Students as producers: collaboration to create work of social importance,full of academic content and value Communities of scholars(Neary & Winn, 2009). Academic apartheid v. inclusive knowledge- building communities (Brew, 2007)

4 What kinds of examples and models of undergraduate research have you come across?

5 What do we mean by the term ‘engagement’?

6 Many definitions imply normative requirements and desired outcomes But…‘requires feelings and sense making as well as activity’ (Harper & Quaye, 2009, p5.) Commitment and attachment Engagement…..

7 Epistemic Engagement initiating and participating in epistemic or knowledge building practices typical of disciplinary communities through a wide range of opportunities for intellectual engagement and interaction(Larreamendy- Joerns & Leinhardt, 2006)..initiating and participating in epistemic or knowledge building practices typical of disciplinary communities through a wide range of opportunities for intellectual engagement and interaction(Larreamendy- Joerns & Leinhardt, 2006)

8 Relational agency (Edwards, 2005) “A capacity to align one’s thought and actions with those of others in order to interpret problems of practice and to respond to those interpretations” (Edwards, 2005, p.169)

9 Engagement in digital media practices Boundary crossings across formal and informal Ethical concerns associated with capturing digital data created outside of institutional ‘walls’ Participatory research - authentic, situated data

10 Students as co-researchers Epistemic engagement and relational agency as underpinnings Authenticity - students’ own digital media practices, knowledge creation activities they initiate and sustain. Relevance for students own work and development Research involving students own digital media practices ‘in the wild’ across and beyond institutional boundaries. Community based - developing shared goals and activities, students valued as members of the collaborative team Longitudinal rather than focussing on short term ‘snapshots’, exploring changing practices over time.

11 Understanding students’ uses of digital tools when working on clinical placements Projects Investigating undergraduate online communication and collaborative practices Exploring the role of digital media in supporting non traditional students in higher education

12 Some challenges power relations differences in purposes Accreditation and assessment constraints equality of access and involvement

13 Conclusions Collaborative research models aim at being mutually beneficial to all members Authenticity, value and relevance to students’ epistemic community Epistemic engagement - knowledge creation, research expertise Relational agency through reconfigured relationships

14 Sue.Timmis@bristol.ac.uk J.Williams@bristol.ac.uk

15 References Based on our new book chapter…. Timmis, S. E. & Williams, J. (2013 forthcoming) Students as co-researchers: a collaborative, community-based approach to the research and practice of technology enhanced learning in The Student Engagement Handbook: Practice in Higher Education. E Dunne & D Owne, Eds, Emerald Other references Brew, A. (2007). Research and teaching from the students’ perspective’. International policies and practices for academy enquiry.. An International Colloquium on Research and Teaching.. Winchester, UK. Retrieved from http://portallive.solent.ac.uk/university/rtconference/2007/resources/angela_brew.pdf Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. doi:10.1016/j.ijer.2006.06.010 Harper, S. R., & Quaye, S. J. (2009). Beyond sameness, with engagement and outcomes for all: An Introduction. In S. R. Harper & S. J. Quaye (Eds.), Student Engagement in Higher Education Theoretical Perspectives and Practical Approaches for Diverse Populations (pp. 1–15). Routledge. Larreamendy-Joerns, J. J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567–605. Neary, M., & Winn, J. (2009). The student as producer: reinventing the student experience in higher education. In L. Bell, H. Stevenson, & M. Neary (Eds.), The future of higher education: policy, pedagogy and the student experience (pp. 192–210). London: Continuum. Trowler, V. (2010). Student Engagement Literature Review (p. 74). York, UK. Retrieved from http://www- new2.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf

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