In the contemporary higher education system there is growing interest in, and debate about, the need to strengthen and sustain the relationships between teaching and research. While there are multiple and varied explanations about these relationships, most acknowledge the importance of designing learning activities that explicitly develop the research-teaching nexus: a methodology known as research-led teaching. The paper illustrates the integration of a research-led teaching approach in an online context, using an ocean (climate) model simulation activity in two undergraduate units as a case study. The modelling activity draws on disciplinary research as the underpinning content and stimulus for learning, and incorporates tasks designed to simulate scientific thinking as well as facilitate understanding of abstract concepts about the ocean (and atmosphere) climate system. It also demonstrates a research-led teaching activity that has been successfully applied in different disciplinary contexts, physical geography (atmospheric science sub-discipline) and physics.
IntroductionResearch-led teaching can mean many things depending on disciplinary context and prevailing student backgrounds. From a climate science perspective, for example, computer-based models are commonly used in research to simulate and develop understanding about (i.e. explore) naturally occurring phenomena. Adapting and then applying these computer models in a teaching and learning context can provide an effective mechanism for engaging students with the content and concepts under investigation, as well as the research stance and practices of the discipline area. This type of approach, which utilizes disciplinary based research as a foundation for facilitating teaching and learning, is an example of research-led teaching (e.g. Brew, 2003a;Jenkins et al., 2003). Nevertheless, the integration of disciplinary based research into the curriculum per se does not automatically result in student engagement in the learning process or develop sophisticated understanding of the content area. Rather, it is necessary to carefully design the learning process such that student interest in, and knowledge about, the subject and research approaches of the specific discipline is supported and cultivated. A key ambition in research-led teaching is the achievement of deep learning outcomes by students, along with a sense of alignment with research practice.Solving problems in any discipline is very often aided by the use of conceptual models. These models act to provide a framework for understanding the concepts or processes involved in the problem. They also help one to think more clearly about the problem and may provide an appropriate pathway towards a solution. Using this conceptual (modelling) approach in teaching and learning can act to facilitate understanding of complex concepts. In climate science, the animation and visualization of an often massive set of computer-model output data (generated from a series of computer-model simulations of global-scale climat...
The effective management of pain is a complex and costly global issue, requiring a range of innovative educational strategies to enable culturally appropriate and high-quality health care provision. In response to this issue, the Pain Management Research Institute at the University of Sydney (Sydney, Australia) has established several strategic alliances with other overseas universities to deliver online postgraduate education in pain management. The present article discusses the rationale for joining forces, and the approach adopted in creating and maintaining these alliances. It also provides insights into the benefits, challenges and opportunities associated with collaborative educational initiatives of this nature, from institutional, academic and student perspectives.
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