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Nicholas Bowskill (Education)


Q. Cutts (Computing Science) S. Brindley (Education), V.
Lally (Education), S. Draper (Psychology)
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    , April 22nd 2010
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 6esearch
 Subject
 Institutional
 H.E.
 Year-group
 STA6TS WITH INDUCTION
    
 Inter-disciplinary PhD project  Methodology = 5 case studies
À Education, Psychology &  6esearch Design
Computing Science À New & Old Universities
À Kelvin-Smith Scholarship funding À Different countries
À 1st, 2nd and Final Year students
 About Group-Oriented Enquiry À Support Staff at a Conference
Based Learning (EBL/IBL) with À Teaching Staff in an academic
EVS department
À Learning using the group as a À Science and Social Sciences
resource: À Induction, Transition and
Placement 6eview
 FO6  À Staff CPD
DEVELOPMENT

 FO6 !
DEVELOPMENT
’   !!"    # " 
     
 
þ 
! " 
Cooperative Inquiry

 6esearch is usually thought of as something done by people in universities


and research institutes. There is a researcher who has all the ideas, and who
then studies other people by observing them, asking them questions, or by
designing experiments. The trouble with this kind of way of doing research is
that there is often very little connection between the researcher's thinking and
the concerns and experiences of the people who are actually involved. People
are treated as passive subjects rather than as active agents. We believe that
good research is research conducted with people rather than on people. We
believe that ordinary people are quite capable of developing their own ideas
and can work together in a co-operative inquiry group to see if these ideas
make sense of their world and work in practice. (Heron & 6eason, 2001)
   #

Basic ST 6ecipe FIMS Adaptation (Q.Cutts)


 Individual Writes concerns  Individual Writes concerns

 Small Group Discussion  Small Group Discussion

 List Construction and Voting  List Construction and Voting

 Whole-Group View using Texting


 6esponse of others  Whole-Group View

 6esponse of others
   
 


Basic ST Structure FIMS Adaptation (Q.Cutts)


1. 2nd year session 1. Level 2 session
2. 1st Year session 2. Level 1 session
3. Cross-Year Mentoring 3. Cross-Year Mentoring
À In same session
À In break-out session

Typically n = 30-40  n = 250+


’  $% 
 &


’  $

Cognitive Situative
 I saw from other students many  ³I personally found it very rewarding
things I hadn¶t thought of that I to throw out the concerns«into the
would face [L1 Male Student] public and getting to know it¶s pretty
much the same thing we¶re all
worried about´ [L1 Male Student]
 Yes, quite a lot of things like how
exams might go«.hadn¶t thought of
that before [L1 Female Student]

 ³It did bring everyone closer


 ³as soon as you see them you can together«made you feel less of an
start thinking about«lots of outsider´ [L1 Female Student]
solutions in your head and things to
say or advice to give´ [L4 male
mentor]

  ! 
  

 ' " ( )  
Changed Perception of the University & Group-Oriented EBL
Providers
 ³It was like questioning µWhat is this for?¶
 I think the people that have organised it What is that about? And going into more
have thought about almost everything [L2 depth´ [L1 Female Student]
Male Student]

 ³done with us not for us´ [L1 Male


 It gave me a feeling of good Student]
organisation«from the moment you
become a student at the university [L1
Male Student]
 It was presented like µWhat did you learn
about it?¶[L1 International Male Student]
 I found it was a great method of the
university..to welcome the students and
make their landing a lot smoother [L1  ³Otherwise you think µwell this is for other
Male Student] people¶´ [L2 Male Student]
& " 
   
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Web site for Shared Thinking

http://www.sharedthinking.info