Introducing your students to the RSD facets: Module 1 of ‘Using the RSD’ series

The first module in the ‘Using the RSD’ series is aboout how you may introduce your students to the RSD facets by experiencing these for themselves in large class settings. The module has five examples, with one example explained in detail and another showing footage of students engaging in deriving the facets of the RSD. It runs for about 20 minutes.

The module is called ‘Introducing your students to the RSD facets’ and available here:

This is the first module because, after interviewing graduates we found:

– understanding RSD-based rubrics was difficult but important
– there was a risk that rubrics could remain as ‘frozen conversations’ rather than helpful documents
– numerous encounters, including the ‘deriving activities’ described in the module are important for long term research skill development.

The above evaluation is found in the report on RSD emebedded across whole degree programs.

If you watch this module, you could comment on ideas that you have on what stimulus you might use in your context, and how you could organise the learning tasks so that students come up with differentiated lists. I for one would be interested! The more discipline-specific examples that we can gather, the better armed we will be to help students develop richly their research skills in multiple contexts.

John W

Author: johnwillison

Senior Leturer, Discipline of Higher Education, School of Education, University of Adelaide.

2 thoughts on “Introducing your students to the RSD facets: Module 1 of ‘Using the RSD’ series”

  1. John, I have found Module 1 very valuable as a practical example of teaching for effective student learning.
    In it you present the principles of deriving the RSD facets through the collective experience of an entire class. In listing the pros and cons of an issue that is both stimulating and meaningful to them, students are actively engaged from the start. They are then guided in identifying the skills that they have drawn on as a group, and shown how these can be recorded against the 6 RSD facets.
    I find this strategy an excellent example of a teaching approach that promotes what I like to call “learning through guided discovery”. In other words, students are helped to build a picture of the RSD through their collective experience of examples of the facets.
    Many thanks.

    1. Hi Ursula

      thanks for the feedback. Hopefully the Module provides examples of how educators can ‘defrost’ the frozen conversation in both the RSD itself and in rubrics famed by it. Ie help students to make sense of the RSD facets from their own experiences, and so to engage at a deeper level with the concepts of learning through researching.


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