# OERlabs Openbook/Field Notes (Student Participation)
## Research-based learning and participation of students in research and design in the OERlabs

As a student, how can I participate in research and in the design of schools and universities? One possible answer to this question is learning by research. According to Reinmann (2009), this always takes place "when students carry out their own research work [...], when they participate in a research project by taking on a single task [...], when they are instructed and practising research [...] or when they can at least follow a research process (genetic learning)" (Reinmann 2009, p. 8).
All this happens in a social community and as a social process (cf. Huber 2007, p. 32). In all variants of research-based learning summarised by Reinmann (2009), students are actively involved in scientific action and the learners themselves are active as researchers (cf. Reinmann 2009, p. 9. Examples for the implementation of this principle can also be found in the different settings of the OERlabs.
But what does research-based learning do for students and to what extent can this principle contribute to increased student participation in research and in the design of universities?
Based on my experiences from the seminar "Design and Production of Digital Learning Materials", I will try to answer these questions in the following. A decisive aspect here are the many freedoms offered to the students, e.g. in the form of free choice of topics and groups. In this way, individual interests and focuses can be followed and the different strengths and previous knowledge of the participants can be brought in. Although the students still receive input, support and certain time allowances, they have to learn to deal with the associated autonomy through the otherwise very open design. For example, it is difficult to focus on a suitable question or topic and not to get bogged down during the work process. The students also learn to negotiate different views and opinions appropriately and to deal with criticism and changes. This exchange does not only take place within the own project group, but also regularly with all seminar participants and the teacher. Thus the students not only receive individual feedback and suggestions from different perspectives, but also have the opportunity to view the work of other fellow students. Such examples of scientific work, which originate from a group of peers, are Hofhues, Reinmann and Wagensommer (2008) is important for students to be able to assess and reflect on their own work.
These differ from passed exams in that they are not merely the reproduction of given content, but the production of something specific, individual and possibly non-existent in form, whether theoretical or practical. In this way, the students expand the role of the learners, become producers and authors themselves, and thus also part of science and research.
This idea of integrating students into research was also taken up in the presentation of the results by inviting a jury of various experts in addition to the seminar participants. As a student you get the chance to get feedback from outside the seminar context and to take your project out into the world as a first step. Especially in connection with OER, the students are encouraged to prepare their projects from the very beginning of the seminar so that they can later be shared online and distributed under a Creative Commons license. In this way, students can have a direct influence on the design of school and university, point out previous weaknesses, offer solutions/improvements and share their ideas of good teaching or good materials with others. By this opening of the university context into the "real world", the students feel, from their own experience, also a stronger application and professional reference and feel more seriously taken in their projects than if it is only a matter of mere existence or an abstract note.
This principle of taking students seriously and involving them directly in research and university design was also taken up by the OERlabs in the multi-stakeholder dialogues and students were deliberately invited as equal stakeholders. Such events and spaces, which make such an exchange of all university members possible by negotiating problems, questions and topics together from different perspectives, are very productive not only for the students, but for all participants and should be further promoted with regard to student participation.

## References

* ↑ Reinmann, G. (2009, Preprint) Wie praktisch ist die Universität? Vom situierten zum forschenden Lernen mit digitalen Medien. Published in: M. Schulz & A. Neusius (Ed.): Tagungsband zum 6. Fernausbildungskongress der Bundeswehr. (Preprint). Available online at: https://gabi-reinmann.de/wp-content/uploads/2009/08/Artikel_Forschendes_situiertes_Lernen09.pdf, last accessed 09.10.2018.
* ↑ Huber, L. (2004) Forschendes Lernen: 10 Thesen zum Verhältnis von Forschung und Lehre aus der Perspektive des Studiums. Die hochschule. journal für wissenschaft und bildung, 2, p.29-49.
* ↑ Reinmann, G. (2009, Preprint) Wie praktisch ist die Universität? Vom situierten zum forschenden Lernen mit digitalen Medien. Published in: M. Schulz & A. Neusius (Hrsg.): Tagungsband zum 6. Fernausbildungskongress der Bundeswehr. (Preprint). Available online at: https://gabi-reinmann.de/wp-content/uploads/2009/08/Artikel_Forschendes_situiertes_Lernen09.pdf, last accessed 09.10.2018.
* ↑ Hofhues, S., Reinmann, G. & Wagensommer, V. (2008). w.e.b.Square – ein Modell zwischen Studium und freier Bildungsressource. In S. Zauchner; P. Baumgartner & A. Weissenbäck (Ed.): Offener Bildungsraum Hochschule: Freiheiten und Notwendigkeiten (p. 28-38). Münster (et al.): Waxmann.