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Copy of presentation given by CILASS student ambassadors and staff at the Learning Landscapes conference at the University of Lincoln in December 2007.
Citation preview
New spaces and partnerships for inquiry-based learning
Laura Jenkins, Dr Philippa Levy, Emmy Plaschy, Dr Jamie Wood
Centre for Inquiry-based Learning in the Arts and Social Sciences www.shef.ac.uk/cilass
Learning Landscape Conference, University of Lincoln,14th December 2007
2
Overview
• Inquiry-based learning
• Inquiry spaces
• Student partnership
3
Inquiry
• The core of inquiry is the QUESTION - a process of discovery
• Inquiry-based learning – student-led exploration, investigation, research
• Case- and problem-based learning
• Experiential learning, field-work
• Research projects
• Often, more directed inquiry approaches at lower levels, leading to more open-ended, freer approaches at higher levels
4
Why inquiry-based learning (IBL)?
• Active and deep engagement
• Experiencing ‘supercomplexity’ and understanding how knowledge is created
• Social participation, employment, lifelong learning
• Strengthening the research-teaching nexus
• A strategic focus for University of Sheffield
“Modelling the process of research in the student learning experience”
5
Inquiring learners
• Owning and directing their experience
• Producing and co-creating -generating, repurposing and sharing knowledge
• Collaborating and social networking
• Researching, teaching, facilitating
• Socialising
6
Inquiry spaces
• Accessible
• Flexible
• Social
• Information-rich
• Technology-rich
• Seamlessly interfacing between virtual and physical spaces/resources
7
Sheila Webber, Department of Information Studies, UoS
8
The Information Commons -
“more than a library, more than an IT space, more than a study centre”
Social learning spaces,connecting and integrating digital and physical spaces in new ways
9
UoS Information Commons
• 1,300+ study spaces, 500+ PCs, 100,000 books, 50 Internet kiosks
• Diverse study spaces, wireless enabled
• Silent spaces: PC room; no PC/laptop space; laptops-only space
• 10 bookable group rooms
• Flexispace
• Diverse table formats, incl. large group tables with wide screen PCs
• Soft seating with power points for laptops
• 2 ICT-enabled classrooms
• Café
• CILASS spaces and collaboratories
10
“I get books out, Facebook, chat to people, you know, chill out a bit, have a coffee. Yeah, write some good essays, that sort of thing, really”
• Colour
• Views
• Space
• Quiet
• Relaxed
• Approachable
• Modern
• Cosy
• Computers
• Resources
• “Better than the library… it’s not completely silent, which I get a bit intimidated by, really”
• “You can sit down and make yourself at home, you know? –you’ve got a lot of table space and you can lay yourself out without worrying about disturbing other people as much”
• “We like the Information Commons because we can sit in a group and do our work freely without any restrictions”
11
CILASS inquiry collaboratories
• 3 ‘collaboratories’ (48, 40 and 24 students)• 1 with fixed collaborative workstations (large screens)
• 2 with flexible tables/chairs and laptops
• Soft spaces
• 5 breakout/group rooms (6-8 students)
• Wireless networking
• Cluster connectivity between computers and plasma screens
• Interactive whiteboards, sound and video-recording, Access Grid Node videoconferencing
• ‘Huddleboards’ and copycams; flipcharts; write-on wall surfaces
• Mobile technologies, including digital cameras, camcorders, PDAs, personal response system
• Seamless access to resources of wider IC
12
• “CILASS rules! What an environment!”
• “CILASS room fantastic - technology here was really great, made it far more interesting than other seminars”
• “Learning has finally come into the 21st century! The new technology has opened my eyes to exciting new ways to examine literary texts”
What students say
13
What staff say
• “The perfect opportunity to get students working with research materials”
• “Inviting, technologically advanced and perfect for group-work”
• “Stimulates new ideas for teaching and pedagogy”
• “I wish facilities like the collaboratories were more widely available throughout the University”
14
• Developing new
pedagogies and
creating new spaces
• Focused on learning
and teaching
• Cross-professional
and stakeholder
partnership
• Student involvement
15
Student PartnershipJoint coordination
• Student Coordinator
• Staff Coordinator
Staff Coordinator - facilitative role:
• interactions between SAN
and core CILASS team
• liaison with SAN coordinator
• interactions with project
leaders
• arranging training
• booking rooms
• arranging meetings
• agreeing tasks, chasing
16
Organisation of the SAN
1. Core activities
•Website
• Staff-student symposium
• Developing SAN individually
and collectively
2. Working groups
• Film
• Evaluation
• Technology
• Information-materials
• Journal3. Departments
•Work with academic champions
• Engagement with IBL projects
• Spreading the word
4. Challenges
• General - departmental role
• Personal - keeping track
17
Work of the SAN
Student
Ambassador
Network
Evaluation
Group
Journal
GroupFilm Group
Information
Materials
Group
Technology/
User Support
Group
Staff-
student
Symposium
Working with
departments on
planning and
evaluation
Film on student
perceptions of IBL
Creation of Student-
centred
Materials/Guides
CILASS
Student
Journal
Student Blog
‘Best undergraduate blog’ - Edublog Awards 2006
19
The CILASS
Student Journal
Disseminating student
inquiry and research
20
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Conclusion
• A strategic perspective
• An integrated perspective on pedagogy,
space and technology
• A partnership project dependent on cross-
disciplinary and professional participation –
student partnership at the heart
• A work in progress – we’re learning as we
go along
• Underpinned by evaluation and research
22
Short JISC video on ‘designing technology-rich learning spaces, CILASS collaboratory’
http://www.jisc.ac.uk/eli
_learningspaces.html