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.