The Masterly RSD Symposium was attended Wednesday 23 September 2015 by an enthusiastic 100 participants and presenters.
The day was kicked off by Trevor-Tirritpa Ritchie, a Kaurna man from the University of South Australia, who gave us a rousing welcome to Country in three languages; Kaurna, English and digeridoo.
Trevor-Tirritpa Ritchie welcoming us to Kaurna Country
Sabine Schurer and Nayana Parange; Colin Sharp and Stephanie Eglington-Warner; and Robyn Davidson; the SA core who organised and ran the symposium, welcoming people and setting up.
The Research Skill Development framework articulates the extent of student autonomy in researching, critical thinking or problem solving. From 2013 version of the RSD, these levels have been:
Prescribed Research- Level 1
Bounded Research – Level 2
Scaffolded Research- Level 3
Self-actuated Research – Level 4
Open Research – Level 5
The first three descriptions seem to work well in many context, as does the final one. There are two aspects that can be clunky:
1) the term ‘self actuated’. Its not such a common term, so people can tangle on it- maybe students too.
2) use of the word ‘level’. Gets confused or conflated with Level of university study. Its all about ‘extent of autonomy’ but in English ‘Extent 1’. ‘Extent 2’ etc doesn’t work.
I would love your perspective on changes to these for a new version of the RSD for later in the year. Please vote for your preference.
1)
2)
Feel free to make further suggestions about improvements to the RSD in the ‘comment’ field for the blog
For those of you attending the Masterly RSD Symposium in Adelaide 23 September, we will look at the results from this poll. Hope to see you then.
MELTeducation 