Curriculum Innovation Through Research with Communities: Learning Circles of Educators and Technology
Within the frame of the CIRCLET project, we set out to improve the practice of community engaged research and learning (CERL). CIRCLET provideds two ways, two courses for teachers of Corvinus University, to develop their practices regarding cooperation with community partners in education, involving digital tools as well:
to improve yourself in CERL, you can participate in the 10-weeks online course provided by our partner, TU Dublinaz, where you can work together with colleagues from five different countries
in the learning circle, through a facilitated process, with the help of experts and each other, we get closer to the concept of CERL and get to know cooperation with community partners. After the course in the autumn semester, in the spring semester a teaching exercise follows: the science shop recommends a community partner and offers a course project, the CIRCLET project provides resources to cover the implementation costs, and we continue to accompany each other’s work in the learning circle. We connect the local team with the learning circles of our university partners, and there is an opportunity for joint work and publication in this international learning circle.
By the middle of the semester I have already learned a lot, even about my own professional field from the course project organized in CIRCLET at our science shop. I certainly learned more about how to design and manage a project within my course. Personally, it is much more enjoyable for me to teach with a community engaged project, it also requires a higher level of engagement from me though.
Kata Ásványi (Learning Circleparticipant) Associate Professor, Department of Media, Marketingcommunications and Designcommunications
Taking part in the module was a very enriching and tremendously useful experience for me, and also a transformative one in a way, I would say. I learned a huge amount and I was able to put much of the learning to use immediately, even if the course I was teaching at the time wasn’t directly related to community engaged learning or research. For example, I quickly made use of the many digital tools we were introduced to, I started using more diverse sources for the course, I gave students new kinds of assignments as well than before, and built on the learning about evaluation and reflection during the work with students.
Orsolya Polyacskó (Online Module participant) PhD student, Department of Sociology and Social Policy