Autonomous learning

Research-based Learning

Research-based learning (RBL) has always been at the core of our programmes. Fundamental to the aims of the Curriculum Enhancement Project is the intention to ensure that all students gain maximum benefit from a shared understanding of the rationale for and benefit of a clear focus on research-based learning, culminating in a final year project

In order to evidence the achievement of this aim, a definition of RBL has been agreed and is supported by a simple audit toolkit for mapping the presence and progression of RBL in our programmes. The outcomes of the initial audit of RBL (and Core Programme Threads) were discussed at the 2013 round of Annual Health Checks and examples of good practice have been identified to illustrate the range of positive outcomes from the audit process

By research-based learning we mean:

1.all programmes will actively develop students’ independent research skills and provide students with opportunities to put these skills into practice such that at the culmination of the programme, students are able to undertake, with supervision, an autonomous piece of research work

2.the characteristics of our research strengths will underpin all our programmes;

3.the latest research, including that produced by our own staff, will contribute to the curriculum; and

4.our students can articulate the benefits of their research-based experience, and describe the skills they’ve acquired and demonstrated

Principles

1.Research-based learning (RBL) is the fundamental basis of all our programmes and should be evident in all modules, even those that might be described as ‘basic’ in that the origins of basic knowledge once too must have derived from original research or thought.

2.It will be expected that even the most intensive research-active staff will engage with this agenda.

3.Within the context of the discipline, all undergraduate programmes will demonstrate explicitly the integration of research with learning and teaching, incorporating the development, practise and assessment of appropriate academic skills and competencies (‘academic literacy’).

4.RBL can be characterised as a journey, taking students from their school-based experience through research-led teaching to research-based learning – a journey from being taught to being autonomous, self-reliant, supported and supervised. The Healey matrix provides a simple and widely applicable model to characterise that journey. The descriptors derived by staff at the University of Adelaide in their Research Skills Development Framework provide a more detailed depiction of the level of autonomy and research focus. It is unrealistic to imagine that any programme would lead to a simple linear journey from research-led (ie largely taught) to research-based (ie able to undertake research activity autonomously), however, programmes should be able to describe a process by which students encounter predominantly teaching about research (content, methods, ethics, outcomes, critique, etc) in their early levels of study and engage in more self-directed, supervised research activity in later years, apply skills acquired earlier in their programmes of study.

5.The programme as a whole should frame the RBL journey and within this all modules should be able to be located within the Healey matrix. Schools should be able to demonstrate how any programme will take all students through the RBL journey from research-led teaching to research-based learning, irrespective of the options a student might choose