While I realise this is probably not realistic, it seems to me that some members can successfully put on teaching material here in order to help those unacquainted with deeply interesting and provocative material but also to enhance their own status on the site. Such teaching processes can be formulised under short headings and employed for further study.
Hello
It may be used for teacher training or for developing aspects in relation to professional development.
I welcome your brilliant idea. I was thinking of this the other day. It might be possible: RG as a teaching plattform.
Best wishes,
Litart
My idea is to make it more proactive, that is instead of providing answers (mostly employed surely for recommendations?) members supply questions or if that becomes too exacting other means to understand rather than simply displaying own knowledge.
A contributor can display possible questions within the existent facilities: again the contributor can decline to engage with a process and simply have to flag up a willingness to teach/inform within the RG structures.
Hello
It may be used for teacher training or for developing aspects in relation to professional development.
A great idea, I think will increase the interaction of academic researchers among themselves and will increase their scientific and educational expertise.
Excellent idea, it will be very helpful platform. Thank you sir for your suggestion.
To some extent, we teach and are taught here on RG. We share and get access to excellent published teaching materials from colleagues. I think we must expand this avenue on RG.
Dear Stanly that would be a great developing educational material. I hope that several elements will be included like content and discipline, methods and techniques, but also films, you-tube, PowerPoint, lectures and interactive sessions but also books and articles in several languages. So let us ask the designers of RG to open such an opportunity. This information should also be organised well, depending on the predicted level of the students. All the best, Carl
On the ground, the site is considered training and educational for those who would like to benefit through available projects, research, questions, answers and effective communication
I can design something, but perhaps those interested can do so in their own disciplines. I will do one in ancient history to level 5.
Houda, Carl, Dickson, Ammar, Liqaa, Litart think about your own. These things can be developed in time.
From my perspective, Researchgate.net already is a teaching and learning platform of high calibre.
I know Dennis but not systematically, and anyway it will change the nature of the contributions from competitive to more complementary
The first LESSON:
CLASSICAL CIVILISATION: Have a look and try. No pressure. Just love to learn!
HOMER AND VIRGIL:
Yes, it has a role in teaching. Forums should be strictly restricted to the topics at hand to be shared and guidelines established so that the mission does not get diluted or does not stray far away from teaching (example politics and opinions)
Yes, but I think it should allow for some interaction between the expert of the subject to keep the discursive nature of RG, which is what makes RG so successful. It would also cut thru the amount of reading to find an answer to a burning question for understanding the teaching materials and concepts therein. Good idea!
Many thanks,
Debra
RG platform already constitute a teaching platform, but can be enhanced for greater interaction especially in the area understanding teaching materials as highlighted by Debra.
Current trends in virtual Education show that virtual environments are mostly composed by several tools, and sources of information, located in different platforms, conforming open personal learning environments.
Considering that type of modality, I have applied Researchgate resources in postgraduate courses. Mainly as source of documents, or for consulting specialists, or using questions as some "sui generis" open brainstorming around some specific topic.
Shortly, Researchgate looks to be good tool in a collaborative, open modalities of Education. In traditional, face to face or one virtual platform based, applications are more problematic.
yes, of course, I think so it can be doing that respected dear Dr. Stanley.
Thanks,
Naseer Almukhtar
Yes, why not RG enter in teaching platform for newly appointed College teacher, it will useful for all.
thanks.
On an experimental basis we have simulated a (very small) 'class' on ResearchGate, forming what is now a (too) long thread. https://www.researchgate.net/post/What_planet_is_it? The 'class' consists essentially of the quiz-master representing the 'lecturer', and currently 2 loyal followers representing 2 'students' in his 'class'. The 'students' use creative thinking and do desk research to answer the question posed by the 'lecturer'. Each time the students seem to be stuck, the lecturer feeds the students with a new clue. For motivation, the 'student' finding the answer first becomes appointed as the new 'lecturer' and poses the next question. For obscure questions, the students have been known to help each other. The quiz follows the rules of “Animal, Vegetable or Mineral” or “Twenty Questions”*, but does not stop at twenty. So far, all questions that were posed were (ultimately) answered. Feel free to look into or join the 'class' and try to answer a current question. * https://en.m.wikipedia.org/wiki/Twenty_Questions
I think it can be so but is should be limited for graduate students and above
@Ian Kennedy
I tried to open the experimental course-disscusion URL:
https://www.researchgate.net/post/What_planet_is_it?
but I got: "https://www.researchgate.net/topics#postUnaccessible"
Might be some mistyping?
Rey Segundo Guerrero-Proenza You have to first log in to ResearchGate as a member.
I think the more we post lectures on this platform, the more it becomes easy for future use as a teaching/learning plaform
hmmmm, while I think there is some merit in the proposal don't think trying to make it a teaching platform will work -- & there are better things to focus on in ResearchGate, where the focus should remain as "research". We all learn through conversations & sharing of resources ... but I think that trying to cobble together a teaching platform within this space blurs the focus. An enhancement I think that would be far more valuable would be an inbuilt survey tool that could be calibrated for both open & targeted participation. So much data could be available as a consequence
Jon, I think there are several survey tools on RG, worked by the administration.
It would change interaction and perhaps limit the number of short responses intent only on gathering recommendations. A separate part of the site could be utilised for teaching purposes.
It's possible but it will help if u suggest article of researchers to other authors to build up individual's RG
I think that RG can be used as a Professional Development platform rather than a teaching one. Other dimensions given may create a mess and lose the impact and professionalism of RG.
Lindita, the same thing occurred to me. In fact other sites do it, including Linkedin.
You could certainly use RG as a source for articles to be read, such as graduate students. I don't think it would be within the scope of the RG mission to have group discussions, etc, within RG.
In America, at least, that would violate privacy law because others outside the class could see what your students are doing by name.
[latest edit: 2018-11-16:53 MET]
Can RG be developed as a teaching platform?
The question soon becomes: teaching what, and how? And then we are back in de midst of highly controversial discussions about which components and aspects of a genuine teaching relation and situation may be simulated or mediated by today's information technology?
- And if you should have forgotten or downplayed it: only a small and easy part of teaching has to do with words - written or spoken - and stories/theories, in short: with knowledge as such.
Teaching in exercise classes and student projects and labs
A far larger and more difficult part of teaching has to do with transfering to learners how to act on and with the newly acquired knowledge. Traditionally this takes place in so-called exercise classes or assignment projects and labs.
However, what RG calls "projects" or "labs" are in no way projects or labs in the traditional educational sense. That's because today's information technology still only provides/enables a quite impoverished and distorted image of realistic projects or labs.
- It may be possible that one day information technology might provide and enable an almost equivalent sort of learning projects and lab (teaching should be followed by learning, isn't it?), but I doubt it will come soon.
Failing proof of evidence of quality
In the meantime, we may of course satisfy ourselves and the students with the impoverished sort of teaching made possible with current platforms and gadgets - but the proof or evidence of its quality (as opposed to its feasibility) has still to be delivered.
- Implying that students engaging in such educational experiments (as guinea pigs, so to speak) run the risk of experiencing a distorted idea of what it means to become professional researchers and scientists.
RG is rather the inappropriate choice
Or are we talking here about teaching of concepts and skills outside research and science? Then RG is certainly not the appropriate medium and place, by force of its name.
Paul. Linkedin does short professional courses that everyone here could benefit from.
Stanley Wilkin : I sort of believe you, but it's a rather sweeping claim which deserves some demonstration or explication before it will be accepted by "everyone".
For instance, it raises the following questions:
- If LinkedIn is already providing professional courses why duplicating it on ResearchGate?
- What do you mean with professional courses? Sort of soft skills? Highly specialized business topics?
- Why do you believe that "everyone here could benefit from [professional courses offered by LinkedIn]"? Is it because typical RG users have not been trained (enough) in the typical professional skills offered by LinkedIn? But isn't that self-evident?
- Is it a failure of academic educational institutions that they don't offer such courses - or is it natural that universities leave it to others to offer on-the-job training of professional skills, also for young researchers?
- In what way do professional courses offered by LinkedIn or other online platforms (e.g.: I could imagine youtube to develop in the same direction) differ from the highly specialized on-the-job trainings every employee has to complete?
All these questions are evidently connected with the issue I raised two days before about "teaching what and how".
Good observation Dr. S. Wilkin. RG platform transformed traditional "chating room" to "teaching room". An individual may learn diversified opinion, knowledge, experience, feedback, etc through discussion of RG
Jahangir, it would also change how people interact, less touting for recommendations but more replies with substance. Paul, there are a varied number of such courses (not actually my preference) and in fact many would aid the organisational and managerial abilities of those here giving greater possibility of career advancement-beyond that of acquaintance with their own academic subject matter.
Certainly not for all, but acquiring professional skills can really help.
@Jahangir Khan : It is undisputed that all of us (RG users) learn a lot by writing contributions to this platform and reading or following contributions of other members on this platform. Such contributions may take on all kinds of forms (see "Add new" button at the top). Undoubtedly, this goes way beyond what is commonly called "chatting" or "discussion".
- For instance, I always appreciate very much when someone calls my attention to relevant people, papers, books, movies or conferences I didn't know of.
But IMHO transforming this kind of platform into a "teaching room" calls for something completely different and much more challenging and complex. That's because of the very meaning of teaching: technically, cognitively as well as socially, which I need not explain here, I presume. We shouldn't downplay this distinction.
- Moreover, that would be utterly unfair in the face of hard working but underpaid teachers, especially those who try to include today's technological tools within their teachings, without implying that they (or human teachers in general) are a "dispensable resource".
A significant value of RG is the fact that it is opt in. So in its current form it is an excellent learning platform if not a teaching platform. For this reason, I don't think it could be transformed into a dedicated teaching platform but it certainly makes an excellent teaching tool in the right hands.
RG is already a learning platform. We teach to each other by discussing various topics. I think that it could be transformed to become more effective learning platform. I thought that it should provide book reading club and review. It would be nice that anyone could open such book review thread and that all those being interested into the topic of that book would know about and could have a chance to participate.
Louis, I think a very good and easily done. Put your money, as it were, and I'll set that up at least.
RG is already a teaching platform. Students are here sometimes to collect data for home work or research for work.
RG is already a teaching platform. Students are here sometimes to collect data for home work or research for work.
The way I see it, RG is already serving that purpose especially when teachers are after research based updates on teaching approaches. For a more detailed discussion on such approaches, one can visit a number of sites already serving as teaching platforms.
Usually, dear Olga, what you describe is called a teachers' discussion platform for mutually sharing or exchanging ideas and experiences. Emphasis here is on mutually.
Therefore, in my comment from two days ago I wrote: "... transforming this kind of platform into a "teaching room" calls for something completely different and much more challenging and complex. That's because of the very meaning of teaching: technically, cognitively as well as socially, which I need not explain here, I presume. ..." Apparently, I was wrong in my presumption ;-)
In short:
Of course, one may broaden the concept of teaching at will, e.g. by declaring "discussions and reflections among teachers" as a form of teaching or at least co-teaching, but that is evidently not helping much to set up a genuine "online teaching room" or "online lecture hall".
- At most, it will be a nice "online teachers' tearoom", in the same way that lecturers of flesh and blood have their common real room where they may do their last-minute preparation of their lessons or retreat after giving lectures, to drink some coffee etc. and chat with their collagues (and occasionally summon students for an informal or formal talk about some issue which deserves confidentiality which is not guaranteed in a lecture hall).
Paul, isn't there natural fluidity between roles in that on many occasions teachers become students, and on the odd occasion students become teachers. I'm not sure any of us has or preserves a fixed identity.
I fully agree, Stanley. It's the same "fluidity" that emerged as a consequence of the techniques of web-based applications, e.g. the confluence of authors and readers in the era of digital publication. But in both cases this fluidity is not a continuous flow, it is rather discrete, i.e. you switch back and force between the roles of writing (as an author) and of reading (as a reader).
How swift and frequent and abrupt this switching occurs, depends on the application or goal of the pending task. Zooming in on the roles of teaching and learning: this seems to me to be an example of a slow and infrequent modulation with a rather complex set of adjustments ("mental set"). That's what you described as "...student becoming teachers ..." (the flipped classroom?).
Anyway, I can't imagine myself being teacher and student *at the same time*, the required dispositions are rather different, I have to "reprogram" myself, I will be following totally different "scrips" as it were.
But - perhaps - younger generations have learned to do this "script switching" far more gracefully and fluently (without being aware) than older generations who had to learn all those things the hard way.
I noticed such tendency: the more today's educational e-learning technologies, sites, platforms, online-courses and so on and so forth, the worse the level of education around the world. Why? In my opinion, we confuse two things: knowledge of the subject with an understanding of the subject. All these online platforms can only give knowledge of the subject, maybe even very good knowledge, I do not argue. However, the question is different. You can know a lot, but do not understand anything- this is why the level of education has plummeted around the world. Because the source of understanding of the subject is hard and hard work, which extracts an understanding of the subject from a large number of tasks solved from various textbooks. Unfortunately, this does not happen because young people stopped reading books, but quite willingly spend time with their mobile phones for many hours every day, even more often they listen to pop music from mobile phones than live classical music in philharmonic. If people stop reading books, it means they stop actively thinking and analyzing. No great lecturer and even the best online training platform will ever teach real understanding of the subject, I am convinced of this. Only heavy daily work, reading and analysis of books with pencils and paper, and the solution of a large number of tasks can solve this problem.
Gennedy, you are unfortunately correct. The result of a vastly increased number of university students. I for a number of years taught business where even in post-graduate courses understanding was not required for a simple pass.
A pessimist would say: An idea may be great, but unrealizable (for the moment, for this or that reason). An optimist like Saad Kariem Shater says: "Yes, it can be developed as teaching platform".
OK, let's assume the optimists are right. Next questions:
- How could it be accomplished, that RG takes on the form and function of a teaching platform?
- What are the requirements?
- What the side-conditions?
- What would a reasonable development strategy look like?
- Where to find examples, prototypes, anywhere (not only on RG)?
- Is there perhaps a serious RG project already set up in this way?
- What can we learn from it?
- Etc. etc.
Dear fellow-colleagues, after reading all your contribution a step forward is needed. Are the RG developers reading our communications? Is there otherwise anyone who know these developers. We should get in touch with them and ask them if RG can also be a platform for teaching material (articles, books, instructions, view, films, cartoons and stories). Our top-teachers representing the whole arena of science should present their ideas. I love to contribute too. All the best, Carl
Certainly yes. I have been using my Q&A file on RG as a supplementary resource providing my students with writing models in writing classes using mentor modelling texts. The results have been amazing.
Many Q and A have been invaluable to me, not necessarily as a source for my disciplines, as few here share them, but simply to extend my own knowledge base.-
Dear all, RG seems to aware of these concerns and are certainly working on it. I have contributed to some of their surveys in this regard. This will be made public soon. Thanks
@Dear Paul, your comments about RG are right. Comments like I follow etc. should be banned. But if we all agree that we need a new reality, RG or the readers of RG should write rules and regulations. A rule that I often forget is the @ in order to show that you are starting a new line of thoughts or debate. So work to do for our community in 2019. I also think that we should have policy rules. We should not blame anyone for her or his writings. We might ask more often Socratic questions. I hope Paul that you agree with my proposal, Carl
Paul Marcoux, you are jumping to conclusions as I did when I first joined. Persevere. Yes many of the questions are not appropriate for an academic site, but I've learnt so much since I've been here. When I first started I was appalled by the amount of, in my view, silly and daft religious questions and even papers-their main intent being to convert. (Surely a bizarre underrating of the average intelligence of contributors?) There are still plenty. But now I overlook or challenge them. The same people who produce these, can strangely produce brilliant work. When I started on here, I almost left immediately because of the above, which I considered neither appropriate nor lucid. I persevered.
It is surely difficult to construct an interactive site without encouraging the above, both religious obsessives and silly tunes type questions, but just go with the flow. Never prejudge, nor judge. But yes there are too many questions and papers that belong on the internet (you know the sites I mean-the occasional aliens have landed preview and plenty of god-is-everything) and seem to have started off there. They don't belong here, but still you take the good with the less good.
Nevertheless, this site provides a platform for young, inexperienced academics to demonstrate ideas-and many are very good indeed. We have possible future giants here (with any luck). A few septuagenarians who are also producing outstanding work.
With Academia.edu you get feedback, but not much interaction and you are more likely there to get the entitled, bossy type of academic as well as the very good ones, who stridently declare that their opinions trump everyone else flinging their credentials around like bullets. The site covers all the disciplines and here there's little psychology and history (2 of my disciplines) but nevertheless I'm learning much on other subjects. Philpapers ' interactive sections tended to be taken over by individuals or groups (in my experience). It is difficult on both sites for good, new academics to get acknowledged.
The people on here are mainly warm sorts who value others. Persevere.
Paul, if you wish I can give you a number of contributors to follow, producing excellent work.> of all ages
Dear Paul Marcoux,
Yes, all that you say - this is really. However let's reason. Most television programs are constantly accompanied by advertising. The vast majority of people (if not all) hate this ad. However, we cannot prohibit the display of this advertisement, since it is a matter of commercializing television time. We are told - do not like it, then do not watch television. That is, our opinion does not interest anyone. The propaganda of violence, sex, same-sex marriage and other abominations is now commonplace in most media. If, for example, parents object and disagree with the sexual education of their children in schools, they cannot do anything, because at best they will have to pay a fine or go to jail. Thus, people are forced to get used to external conditions. Yes, it is likely that this is all disgusting, but such is life. RG is part of our social life with all its vices. There is a saying: “One shouldn’t forbid bad music, you should oppose good music to bad music”. For example, it is known that pop music in electronic form is very destructive for the brain and destroys the brain, however, live classical music is very useful for the brain and even develops the brain. However, in everyday life, it is pop music in electronic form that is performed many times more often than classical music. Can we ban pop music? No we can not. Let everyone decide what to do. As for me, I just calmly watch these nonsense: If people themselves are not disgusted, let it be so.
Dear Mr. Stanley Wilkin ,In my opinion, it really depends on internal policies or regulations in each country, in my opinion RG is one of the communication network tools in the world.
Best Regards.
Putu Artaya, From Indonesia.
I think that it would be great if such could be achieved. Many of our students are members of RG and it should be possible to post teaching materials there, or to establish discussion groups. However there are other media, such as Moodle, which can achieve the same. with RG, however, contributions from outside could be better achieved as RG is more open that Moodle or other learning management platforms.
I think that it would be great if such could be achieved. Many of our students are members of RG and it should be possible to post teaching materials there, or to establish discussion groups. However there are other media, such as Moodle, which can achieve the same. with RG, however, contributions from outside could be better achieved as RG is more open that Moodle or other learning management platforms.
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