Being a reflective teacher with social media, action research, and open science

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Being a reflective teacher with social media, action

research and open science

Christian SpannagelUniversity of Education Heidelberghttp://www.christian-spannagel.de

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Discuss!

• Do you reflect on your learning? • When? How? How often?• Why is reflection important?• Why could it be a good idea to share

reflections?• … and what about teaching?

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learningreflection

teaching

research

science

action researchsharing

open science

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Being a reflective teacher with social media, action

research and open science

Christian SpannagelUniversity of Education Heidelberghttp://www.christian-spannagel.de

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Social Media

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Web 2.0: Example Wikipedia

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Better for reflections: Weblog

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Twitter: Gaining attention

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Open Science

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Science and Society

„ivory tower“

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Transfer of scientific knowledge

popular science literatureTV shows

special courses for adultsmuseums and science centers

children’s university…

Examples: Faulstich, „Öffentliche Wissenschaft“

Open Science 1.0

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Open Accessinternet

datapublications

materials

Open Science 1.5

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Chancing the mode of knowledge productionGibbons et al. 1994

Mode 1

academicdisciplinaryhierarchicalconservative

Mode 2

application-orientedtransdisciplinaryantihierarchical„team-oriented“

learning networks

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Vision: Mode 2 process-oriented open science

Open Science 2.0

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Research AND Teaching!

Research Teaching

Teaching latest research results

Let students participate in research projects(inquiry learning)

Researching your own teaching (action research)

Let students reflect on their learningand on your teaching

Let society participate!

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Who is „Society“?


coaches

teacherstudents

scientists

trainers

teachers

friends

… you

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Action Research

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experiment action research

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Action research in social sciences

• John Collier (1884-1968) and the improvement of the conditions of Indians

• Kurt Lewin (1890-1947) and (e.g.) the improvement of the conditions in companies

• Paulo Freire (1921-1997) and the improvement of the educational system in Brazil

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Action research

• seeks improvements in a concrete context; tries to solve concrete problems

• Researcher is part of the system• but systematic (!)• cyclic

– Lewin (1946): „a spiral of steps each of which is composed of a circle of planning, action and fact-finding about the result of the action.“

(Hinchey, 2008)

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Action research

plan

act

evaluate / reflect

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Action research

Pose a question

formulate a research plan

Why?

What?

How will I collect data?

How will I analyze data?

When?

Who will help?

…

Collect and analyze data

develop and realize action plan

document (and share)

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Action research

Pose a question





literature

theory

experiences

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Action research

Pose a question





documents

artefacts

Learning diaries

observations

interview results

questionnaires

audio, video data

…

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Further aspects

• creation of „research communites“ sharing results and experiences research!– „quality management“

• with or without „critical friend“?• Basic research is important, but research

must also go „into the world“– Lewin (1946): „Research that produces nothing

but books will not suffice.“

• many different approaches of „action research“

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Research Teaching






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Example

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Drawbacks of lectures

speed

no feedback

listening is not

enough

hierarchy +dependency

boredom

uneconomic

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Advantages of presentations

demonstra-tions

take time

target-groupspecific

explanations profs likepresenting

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Lecture recordings on YouTube

http://www.youtube.com/user/pharithmetiksee also: Jörn Loviscach, FH Bielefeld

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„My“ idea….

input problems

traditionallecture

new type oflecture

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Reflecting about that in my weblog…

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Twittering it to get more attention

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Reflecting again…

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Flipping math lectures!

input problems

traditionallecture

flippedlecture

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Helpers on twitter

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Reflecting again…

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Inverted Classroom Conference

http://invertedclassroom.wordpress.com

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What do students think about that?

Learning with videos is easier for me than learningin traditional lectures.

Survey by Maike Fischer, MA student „E-Learning und Medienbildung“, winter term 2011/12

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This teaching concept makes sense to me.


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If you had a choice on how we should proceed: How would you decide?

Survey by Maike Fischer, MA student „E-Learning und Medienbildung“

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How would you grade the teaching concept?


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Next steps…

• Trying to improve the „level of processing“ while watching videos– Using worksheets– Using quizzes as formative self-assessments– …

• Using videos from other professors

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Important: having a network!

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Research Teaching






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Criticism and problems

• „I don‘t want to make mistakes in the open space.“• „I am frightened that my ideas will be stolen.“• „I don‘t know what will happen.“• Information overflow and time• People just saying „Great!“; culture of criticism

must be developed• Scientific culture must change

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http://www.christian-spannagel.deweblog: http://cspannagel.wordpress.comtwitter: @dunkelmunkelskype: chrisp1976email: [email protected]

Thank you for your attention!

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Being a reflective teacher with social media, action research, and open science

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