Students are given responsibility for researching a topic, developing a resource on their research, and reporting back on their work for the benefit of their peers as part of the lecture. The approach is also known as enquiry-based learning or micro-teaching.
Knowledge is dynamic and takes many forms. By involving students in harvesting knowledge from the real world or from personal research they become involved in a learning experience that involves deciding what best represents their understanding of the topic, its concepts, practices and implications. In this enquiry-based approach they will test the validity of conceptual knowledge. As in the real world, they employ a range of skills including research, synthesis through editing, presentation and evaluation. Equally, they benefit from the work of their peers and are able to compare the approach and quality of their own work with that of others.
With a colleague, discuss how the role of the lecturer changes and what this means for organising your time and the time of students when you involve students in finding, making and delivering content. Consider what the students will produce? How will you ensure the quality of what they produce and share is high?
- Promoting learner autonomy through media production and presentations – Mike Bramhall ACES
- Micro-research: An Approach to Teaching and Learning – Chris Corker and Sarah Holland D&S 2014
- Developing learning literacies with digital posters – Diane Rushton SBS
- All About Linguistics – built by students, assessed by academics, used by the world – a student wiki project from the University of Sheffield
- Self-discovery learning – E-Learning Faculty Modules
- e-learning blog article – Micro-research approach to learning