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The second part of the lecture title, “The Case for Slow Scholarship”, signalled Professor Harland’s response to the “assessment arms race”. He elaborated on this idea of slow scholarship by sharing with the audience the approach to curriculum in the Ecology programme at the University of Otago.
Professor Harland’s suggestion for slowing down students’ learning experience is through what he calls “research-based teaching”, which is the concept of slow scholarship through authentic research.
Instead of focusing on knowledge consumption, students become reflective learners and produce original knowledge through authentic research (see Figure 1). To do this, students should be involved as researchers right from the start of the programme. With increased ownership of learning, there will be a change in faculty’s relationship with students, from students as consumers of knowledge to producers of knowledge.
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