1

A Workshop for the CAVAL Reference Interest Group 2008

Dr John Willison University of Adelaide

Getting Under the Grim Reaperrsquos Cloak Scaffolding and Assessing Literature Research Skills across the Years

2

Workshop Objectives

1 Expose GRrsquos plan for IL2 Analyse and debate the utility of the

Research Skill Development framework for your work

3 Plan within discipline groups ways of developing literature research skills informed by the RSD

4 Consider in institutional groupings ways of possible utilisation of RSD-inspired approaches

3

1 Expose GRrsquos plan for IL(we may not do this depending on outcome of the mourningrsquos discussion)

bull To expose the Grim Reaperrsquos plans for IL adopt one of the following roles in your group Each person contributes 1 sentence to a group paragraph to be read to the big group (10 mins planning)

bull Radiographer why is IL ailing (sentence 1)bull Mortician what actually killed IL (sentence 2)bull Grave diggers why you buried IL (sentence 3)bull Seers what will replace IL (sentence 4)

4

2 Analyse and debate the utility of the Research Skill Development framework for your work

5

2 Analyse and debate the utility of the Research Skill Development framework

for your work

Researching ishellip

hellip actively developing new knowledge whether

bull Commonly knownbull Commonly not known helliporhellipbull Totally unknown

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

2

Workshop Objectives

1 Expose GRrsquos plan for IL2 Analyse and debate the utility of the

Research Skill Development framework for your work

3 Plan within discipline groups ways of developing literature research skills informed by the RSD

4 Consider in institutional groupings ways of possible utilisation of RSD-inspired approaches

3

1 Expose GRrsquos plan for IL(we may not do this depending on outcome of the mourningrsquos discussion)

bull To expose the Grim Reaperrsquos plans for IL adopt one of the following roles in your group Each person contributes 1 sentence to a group paragraph to be read to the big group (10 mins planning)

bull Radiographer why is IL ailing (sentence 1)bull Mortician what actually killed IL (sentence 2)bull Grave diggers why you buried IL (sentence 3)bull Seers what will replace IL (sentence 4)

4

2 Analyse and debate the utility of the Research Skill Development framework for your work

5

2 Analyse and debate the utility of the Research Skill Development framework

for your work

Researching ishellip

hellip actively developing new knowledge whether

bull Commonly knownbull Commonly not known helliporhellipbull Totally unknown

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

3

1 Expose GRrsquos plan for IL(we may not do this depending on outcome of the mourningrsquos discussion)

bull To expose the Grim Reaperrsquos plans for IL adopt one of the following roles in your group Each person contributes 1 sentence to a group paragraph to be read to the big group (10 mins planning)

bull Radiographer why is IL ailing (sentence 1)bull Mortician what actually killed IL (sentence 2)bull Grave diggers why you buried IL (sentence 3)bull Seers what will replace IL (sentence 4)

4

2 Analyse and debate the utility of the Research Skill Development framework for your work

5

2 Analyse and debate the utility of the Research Skill Development framework

for your work

Researching ishellip

hellip actively developing new knowledge whether

bull Commonly knownbull Commonly not known helliporhellipbull Totally unknown

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

4

2 Analyse and debate the utility of the Research Skill Development framework for your work

5

2 Analyse and debate the utility of the Research Skill Development framework

for your work

Researching ishellip

hellip actively developing new knowledge whether

bull Commonly knownbull Commonly not known helliporhellipbull Totally unknown

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

5

2 Analyse and debate the utility of the Research Skill Development framework

for your work

Researching ishellip

hellip actively developing new knowledge whether

bull Commonly knownbull Commonly not known helliporhellipbull Totally unknown

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

6

Level Iclosed inquiry structured and guided

Level IIclosed inquiry structured

Level IIIclosed inquiry independently

Level IVopen inquiry structured guidelines

Level V open inquiry

Levels of Student Autonomy

Face ts

Students

A Embark determining need for knowledge

B Findgenerate

C Critically evaluate

D Organise information

E Synthesise analyse apply

F Communicate

Research Skill Development Framework

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

7

Facets associated with research processes

In researching students

A embark on an inquiry and so determine a need for knowledgeunderstanding

B findgenerate needed informationdata using appropriate methodology

C critically evaluate informationdata and the process to findgenerate

D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it

with an awareness of ethical social and cultural issues

(Willison amp OrsquoRegan 2007 based on ANZIIL 2004)

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

8

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull report back to whole group

Diagnostic RSD Page 11- Level 2 criteria

Lit RSD 3 Page 18- level 3 criteria

Population Analysis Page 27- level 4 criteria

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

9

A Students embark on inquiry and so determine a need for knowledge understanding

bull Appropriately identifies key ideas from 1 source Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

10

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Identifies key ideas across several sources Human Biology First Year lsquoO Week Diagnostic of Literature Research Skillsrsquo (page 11)

Level II examples

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

11

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

bull Refines the general topic provided and undertakes an in depth search on selected key aspects Human Biology First Year lsquoLiterature RSD Task 3rsquo (page 15)

Level III

examples

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

12

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

bull Aimshypothesis clear focussed andinnovativeHuman Biology First Year lsquoPopulation Analysisrsquo (page 27)

Level IV

examples

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

13

Level I

Student researches at the level of a closed inquiry and

requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

Student researches independently at the level of

a closed inquiry

Level IV

Student researches at the level of an open enquiry

within structured guidelines

A Students embark on inquiry and so determine a need for knowledge understanding

Level V Examples

No marking criteria exists for this level (yet) Higher Degree by Research Supervisors amp Advisors have been trialling using the RSD itself for discussions with students student self-assessment and for theses examination

Level V

Student researches at the level of an open inquiry within self-determined

guidelines

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

14

A Students embark on inquiry and so determine a need for knowledge understanding

bullSignificance of the paper is stated but not based on leads from or gaps in the literature Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

Level I examples

Level I

Student researches at the level of a closed

inquiry and requires a high degree of

structureguidance

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

15

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level II examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

16

Level IIIStudent researches

independently at the level of a closed inquiry

A Students embark on inquiry and so determine a need for knowledge understanding

Level I

Student researches at the level of a closed inquiry and requires a high degree of structureguidance

Level II

Student researches at the level of a closed inquiry and

requires some structureguidance

Level III

examples

bull Significance of the paper is stated explicitly and is based on leads from or gaps in a substantial number of sources Electronic Engineering Masters by Coursework lsquoPhotonics Paperrsquo (page 34)

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

17

Small Group Discussion

bull Track 1 Facet across 3 Human Biology Assessmentsbull Compare amp contrast criteria in this facetbull Report back to whole group

Use these 3 human Biology Assessments

1 Diagnostic RSD Page 11- Level 2 criteria

2 Lit RSD 3 Page 18- level 3 criteria

3 Population Analysis Page 27 - level 4 criteria

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

18

I III

I I I

II II II IIII

II II

III III III

III

IV

IV

Assessments Based on the RSD framework in First Year Human Biology

(see pages 8-27 of RSD Handbook)

Literature Research Skill Stream

Laboratory Research Skill Stream

Open inquiry

field and literature research

Group Inquiry

Semester 1 Semester 2

A

F

A

F

A

F

A

F

A

F

A

F

A

F

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

19

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

20

Disciplines Involved in Trialling RSD

bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering

Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)

bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South

Australia)bull Impending Chemical Engineering and Computing

Sciencebull In train QUT USQ JCU (Multiple)

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

21

Why Research Skill Development (RSD)

bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism EgButhellip

bull lsquoWithout modeling the practice of [helliphellip] at a higher level of thinking students continue to practice investigative [helliphellip] at the introductory level even though their exposure to [helliphelliphellip] content is considerably richer with each [helliphelliphellip] course they takersquo

(Chaplin 2003 p238)

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

22

References

bull ANZIIL (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408

bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company

bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003

bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)

Web Site and Email

wwwadelaideeduauclpdrsd

Lots of downloadable RSD examples are available here

Feel free to contact John

johnwillisonadelaideeduau

23

Acknowledgement

Handbooks and RSD placemats for this activity have been provided by funding from The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training

The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council

Human Biology Examples were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide

For more Informationhellip

hellip or to discuss ideas further contact John

johnwillisonadelaideeduau08 8303 3219

24

• Getting Under the Grim Reaperrsquos Cloak Scaffolding and Assessing Literature Research Skills across the Years
• Workshop Objectives
• Expose GRrsquos plan for IL (we may not do this depending on outcome of the mourningrsquos discussion)
• 2 Analyse and debate the utility of the Research Skill Development framework for your work
• Slide 5
• Slide 6
• Facets associated with research processes
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Disciplines Involved in Trialling RSD
• Why Research Skill Development (RSD)
• References
• Slide 23
• Slide 24

24

• Getting Under the Grim Reaperrsquos Cloak Scaffolding and Assessing Literature Research Skills across the Years
• Workshop Objectives
• Expose GRrsquos plan for IL (we may not do this depending on outcome of the mourningrsquos discussion)
• 2 Analyse and debate the utility of the Research Skill Development framework for your work
• Slide 5
• Slide 6
• Facets associated with research processes
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Disciplines Involved in Trialling RSD
• Why Research Skill Development (RSD)
• References
• Slide 23
• Slide 24