Solving Socio-Educational Challenges through Research: Hands on Experience
The course, “Solving Socio-Educational Challenges through Research: Hands on Experience” is designed to equip education professionals with essential skills in research, evaluation, and innovation through an immersive, challenge-based approach. In recent times, the demand for evidence-based decision-making in education has grown, making research proficiency a crucial aspect of professional development.
The course aims to build foundational research competencies, including data collection, analysis, and communication, using tools such as the Hopscotch Model as a key reference. The Hopscotch Model provides a structured yet flexible approach to guide participants in developing their research projects, emphasizing iterative learning and reflection. Additionally, the readings provided in the course serve as recommended resources to deepen understanding and are not mandatory for assessment.
The emphasis is on Challenge-Based Learning (CBL) and Design Thinking (DT), where students engage in real-world scenarios, fostering critical thinking and problem-solving skills. Throughout the course, participants will focus on a single educational challenge provided by the Oficina de Reptes de la UAB. This challenge will serve as the backbone of the course, guiding the students through the various stages of the research process, from identifying the problem to presenting data-driven solutions. Working on one continuous project allows students to dive deeper into the subject matter, refine their research methodologies, and produce a comprehensive final output. This will not only prepare them to address today's challenges, but also empower them to adapt and lead change in an ever-evolving future within the field of education, taking action to develop innovative solutions.
Important Notice on Course Suitability and Activities:
Some Summer School courses are designed for students with prior academic background in a specific discipline and may be unsuitable for participants without that preparation.
In addition, certain courses include discipline-standard practical activities (for example, laboratory work with biological specimens, dissections, use of clinical or forensic material, field sampling, or other hands-on procedures) that may be unfamiliar or unsettling for some participants.
Students are responsible for reading the course descriptor carefully and ensuring (i) that they meet any stated academic expectations or prerequisites, and (ii) that they are comfortable participating in the methods and activities described.
If you are unsure about suitability, please contact the course lecturer(s) before enrolling.
The course begins with a motivating introduction, emphasizing the increasing significance of research in educational and social sciences. It sets the stage for the importance of evidence-based practices in education and outlines the course's objective to provide a foundational understanding of research methodologies, data collection, and analysis using IT tools.
The course emphasizes a collective approach where all students tackle a common educational challenge. This not only fosters a shared understanding of the problem but also allows for diverse solutions through the application of research methods and skills. By applying this approach, students also develop skills that extend beyond research, including collaboration, leadership, and community engagement. At the same time, students get in contact with Catalan organisations, learning new realities and perspectives.
Each week builds on the previous one, guiding students through the stages of addressing the challenge:
Week 1: dedicated to understanding the challenge, forming research groups, and planning the approach.
Week 2: focused on designing research instruments, conducting data collection, and analysing preliminary findings.
Week 3: focused on data analysis, finalizing research outputs, and preparing the final presentation.
| Week | Contents | Teaching / learning activities |
|---|---|---|
| 1 |
Formation of Research Groups and Introduction to Challenges 1.1 Knowing the group and forming research groups ensuring diversity in skills and perspectives. 1.2 Getting to know the educational challenge to be solved through research. 1.3 Hands-on activities to familiarize students with various methodologies, research methods, and processes in education. |
Knowing the group & Challenge auction Understanding the real challenge - Empathy grid. Experiencing research methods. Using various research methodologies. |
| 2 |
Designing and Conducting Data Collection 2.1. Designing the techniques and instruments for data collection. 2.2. Doing the data collection. 2.3. Preparing the information to be analysed. |
Creating their own research method instruments. Approaching our sample to collect data. Spotting the intruder and cleaning the information. |
| 3 |
Data Analysis and Communication Focus: Data Analysis, Visualization, and Final Presentation 3.1. Analysis of data using IT tools and visualization techniques. Use software tools (e.g., Jamovi, Excel, Nvivo) for data analysis. Groups will learn techniques for qualitative and quantitative data analysis, including coding, categorization, and statistical testing. 3.2. Developing skills in communicating research findings through storytelling. 3.3. Community engagement: Communicating results to academic and non-academic audiences. Students will prepare a final presentation to communicate research findings and propose solutions to the educational challenge.
|
Spotting the intruder and cleaning the information. Making sense of the information through visualisation. Interpret findings in the context of the research objectives and theoretical framework. Storytelling of a research. Students will derive conclusions and recommendations based on their analysis. Writing and Oral skills to communicate. |
The course’s assessment structure revolves around a continuous evaluation of group and individual performance. Participants will produce various outputs aligned with the stages of the research process, with a final presentation and reflection as the culmination of their work.
The following evaluation proposal outlines precisely the key components of the course, focusing on the contents overview and the week-by-week program.
Outputs and exercises per week:
| Outputs/Exercise: |
Group formation: By the end of the week, each student should be part of a research group, ensuring diversity in skills and perspectives. Each group should decide on a unique approach to address the common challenge. Challenge comprehensive report: Submission of a brief report exploring the dimensions and complexities of the common educational challenge justifying the need of applying research in dealing with it. Justify approach by presenting it. |
| Deadline: | End of week 1: Submission and oral presentation of the challenge report justifying the research approach develeoped. |
| Outputs/Exercise |
Research instruments design: Submission of designed/chosen techniques and instruments based on the callenge. Data collection exercise: Documentation of the data collection process followed and initial observations. |
| Deadline: | End of week 2: Submission and oral of research instruments design and data collection responding to the challeng |
| Outputs/Exercises |
Brief report: Submission of a brief report which includes all the previous submission reporting the research conducted, adding the data analysis. Final Presentation: Presentation of research findings and solutions to the educational challenge. |
| Deadline: |
Mid-Week 3: Presentation of research findings and solutions to the educational challenge. End of week 3: Collective and individual reflection shared with the class. |
Evaluation components:
- Group projects: Assessment of collaboration, problem-solving, and application of research methods. Evaluation of the creativity and effectiveness of each group's research approach.
- Individual assignments: Evaluation of individual contributions to data analysis and communication.
- Class participation: Active engagement in discussions, activities, and presentations.
- Outputs and exercises connected to the challenges: Assessment of the quality and completeness of submitted outputs.
- Final presentation: Evaluation of communication skills and the ability to solve the educational challenge.
Assessment criteria:
- Critical thinking: Evaluation of the depth and quality of critical analysis applied to research challenges.
- Problem solving: Assessment of the effectiveness in addressing real-world educational challenges by using research skills.
- Communication skills: Evaluation of written and oral communication skills in presenting research findings.
- Research proficiency: Assessment of the research skills developed and use of IT tools in data analysis and visualization.
- Collaboration: Evaluation of teamwork, group dynamics, and collaborative problem-solving.
The proposed evaluation plan incorporates specific outputs and exercises aligned with the course's objectives. The outlined deadlines ensure a structured assessment process, with a commitment to communicating students' performance one day before the end of the three-week period, allowing for timely feedback and reflection. Overall, the plan promotes a collective yet diverse approach to the educational challenge, allowing students to showcase their unique research skills and problem-solving abilities.
The readings included in the syllabus are meant to complement the course material and provide additional insights into research methodologies, data analysis, and educational research trends. They are not required for evaluation purposes but serve as valuable resources to enhance students' understanding and support their engagement with the topics covered in class. Students are encouraged to use these readings to supplement their learning but will not be assessed based on these materials directly.
American Educational Research Association. (2014). Standards for educational and psychological testing. American Educational Research Association. https://t.ly/G_Ue
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2018). Introduction to Research in Education. Cengage Learning.
Biesta, G. (2015). On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education. European Educational Research Journal, 14(1), 11–22. https://doi.org/10.1177/1474904114565162
Choudhury, S., & Chechi, V. K. (2023). Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students. Journal of Higher Education Theory and Practice, 23(1), 185-204. https://doi.org/10.33423/jhetp.v23i1
Cooper, H. (2018). Reporting quantitative research in psychology: How to meet APA Style Journal Article Reporting Standards (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000103-000
Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
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Leymarie, C. (2014). Entering the Field: Strategies and Considerations. Sage Publications. https://doi.org/10.4135/978144627305014533922
Marrs, S. A., Quesada-Pallarès, C., Nicolai, K. D., Severson-Irby, E. A., & Martínez-Fernández, J. R. (2022). Measuring Perceived Research Competence of Junior Researchers. Frontiers in Psychology, 13, 834843. https://doi.org/10.3389/fpsyg.2022.834843
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Carla Quesada-Pallarès. PhD in Education. Serra Húnter Associate Professor of Research Methods and Diagnosis in Education of the Department of Applied Pedagogy in the Faculty of Education Sciences (UAB). She has specialized in developing junior researchers’ research competence, while doing research on learning transfer and learning patterns of adult population in lifelong learning situations, using a mixed-methods approach, with a strong emphasis on quantitative methodologies.
Allan Baez Contreras Benitez holds a BA in Pedagogy from the Autonomous University of Barcelona (UAB) and a master's degree in Research in Education from the same institution. Currently, he is working as a Research Support Technician in the Department of Applied Pedagogy of the UAB and he is a member of the PAFIU-GRID research group. His main lines of research focus on active methodologies, research skills and research methodologies.
Anna Ciraso is an educator, pedagogue, with a master's degree in Methodology of Behavioral and Health Sciences, and a doctorate in Psychology of Communication and Change (cognitive processes in education). Serra Húnter Lecturer at the Department of Applied Pedagogy, in Research Methods in Education, at the Autonomous University of Barcelona. She is a member of MïRE group on Methods of Research and Innovation in Educational Research; member of the GRID group for research and innovation in observational designs; and coordinator of CompREd innovation group on research competence. Her lines of research focus on learning patterns, empowerment and lifelong learning.