# Research-based learning SONNTAG, Monika, Julia RUESS, Carola EBERT, Kathrin FRIEDERICI und Wolfgang DEICKE, 2016. Forschendes Lernen im Seminar. Ein Leitfaden für Lehrende. [online]. Humboldt-Universität zu Berlin. [Zugriff am: 3 August 2021]. Verfügbar unter: http://rgdoi.net/10.13140/RG.2.2.20857.67687 > This instructional guide to research-based learning (RBL) in the seminar format offers lecturers and instructors a first opportunity to engage with research-based learning from the concept through to planing and practical implementation. The first part defines research-based learning according to its main characteristics. The second part then offers advice on planning and preparing courses in the RBL format. In the third part, we seek to distinguish RBL from other, related concepts with a view to offering further ideas on how to link research to teaching in class. The guide also contains a collection of working materials and methods that have proved useful in the implementation of RBL-courses. Our recommendations here are based on four years of workshops and observations with in qualifying junior academic staff and student tutors in the principles of research-based learning, as well as the preliminary findings from our German Ministry of Education and Research funded research project "ForschenLernen" (Federal Grant No. 01PB14004B)
p. 55–58 Checklist: # Preparation / general conditions and goals - What subject-specific content is to be taught in the seminar? - What are the didactic (competence) goals of the seminar? - Which focal points make it easier for the students to achieve these goals?
# Target group and seminar description - What prior theoretical and/or methodological knowledge should students have in order to participate successfully in my course? - Is the seminar also suitable for students from other disciplines? If so, which disciplines would be desirable? - How many students can/should participate in the event? - How can the differences from traditional events be described so that students participate with adequate expectations? - How can it be ensured that the workload for students is commensurate with the study points?
# The teaching role in research-based learning - How can my role as 'research group leader' be made clear to the students? - What are my expectations of the students? - What can the students expect from me in return?
# Entry / The research topic
- How can I get the students interested and enthusiastic about the research project? - How can I tie in with the students' previous knowledge and interests? How can I build a sense of teamwork right from the start? - How can I make the research project a joint project between me and the students?
# Final product and common goal - What are possible joint final products of the course? - How do I determine the final product together with the students? - Which small sub-goals should the students achieve so that the final product can emerge successively? - In which context could the results of the research project be presented to a (professional) public? What is the target group?
# Structure specification and free space - What basic knowledge do the students need so that we can conduct research together and how should this knowledge be conveyed? - Which content-related or methodological specifications are set as binding and which are still decided on together in the team? - Which concrete tasks in the research process or in the course do I take on? Which tasks do the students take on? - By when should which tasks be completed or which sub-goals achieved?
# Research phase / development of research question and design - How can I support the students in finding their own sub-questions? - How do I ensure that the sub-questions fit the seminar topic or the overall research question? - How do I ensure that the students can acquire (additional) methodological knowledge? - How can I support the students in developing suitable research designs for their sub-questions?
# Support and exchange during the research phase - How do I organize the exchange with the students during the independent student research phase (e.g., keep weekly face-to-face meetings or offer consultation meetings)? - How do I organize the exchange between the small student groups during the independent research phase (e.g. face-to-face meetings in the form of colloquia or online platforms)?
# Communication and feedback in the research process - Which feedback rules and methods do I want to establish in the seminar group? - At which points in the research process is it particularly important for students to give each other feedback?
# Conclusion and follow-up / presentation of results - When in the semester do we plan to combine the results internally? - What specifications for the mutual presentation of results can help students? - When should our final product be ready? - What guidance for creating the final product can help students?
# Audit services - Do the examination regulations leave room for the evaluation of research achievements? - Which criteria do I want to use to evaluate the research performance? (e.g. research question, methodical procedure, preparation of results)? - To what extent is it possible / desirable to assess student engagement? Which criteria can I use for this?
# Reflection on the research and learning process - At what points in the course of the seminar do I want to include moments of reflection? When are reflections on the research process useful, when are reflections on the learning progress of the students useful? - Which methods do I want to use to encourage students to reflect?