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New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
New Learning Spaces for New Modes of Learning and Teaching
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New Learning Spaces for New Modes of Learning and Teaching

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Keynote Presentation delivered by Dr Philippa Levy at the 2008 BBSLG Conference, hosted by Leeds University and Leeds Metropolitan University, 9-11 July …

Keynote Presentation delivered by Dr Philippa Levy at the 2008 BBSLG Conference, hosted by Leeds University and Leeds Metropolitan University, 9-11 July

Published in: Education, Technology
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  • 1. Ne Le rningSp c sfo Ne w a ae r w Mo e o Le rninga ds f a nd Te c a hing BBSLG Annual Conference Leeds, 10th July 2008 Philippa Levy w w w .shef.,ac.uk/cilass
  • 2. • Inquiry-based learning 2 • Web 2.0 • Information Com ons m Ove w rvie and inquiry collaboratories • Learning partnerships
  • 3. 3 Inquiry • The core of inquiry is the QUESTION –generating a process of discovery • “ action of s e e king , especially The (nowalw ays) for truth, know ledge or inform ation concerning som ething; search, research, investigation, exam ination”(OED) • Student-led exploration, investigation, research • Cas e - and pro ble m -bas e d le arning • Expe rie ntial le arning • Re s e arc h pro je c ts ‘ Inner Biology’ the inquiry m – ethod of teaching biology staff.washington.edu/jshaver/innerbiology/
  • 4. 4 IBL invo s lve • Students and/or tutors establishing question/problem etc • Students pursuing lines of inquiry (often in groups) • Draw on existing know ing ledge • Identifying newlearning and inform ation needs • Seeking inform ation, evidence, e.g. interacting w (digital) ith resources, datasets, archives • Discussing, receiving feedback, synthesising inform ation, constructing know ledge • Analysing and com unicating m ideas and results • W orking w staff as partners, ith participating in and contributing to a research com unity m
  • 5. 5 Inq uiring W b2 , e .0 le rne a rs • Ow ning and directing their experience • Participating, collaborating, social netw orking • Producing and co-creating - generating, repurposing and sharing content • Accessing m ultiple sources • Using a w variety of tools ide and environm ents • Creating personal learning netw orks and environm ents • Learning 2.0: ‘ passion-based learning’ (John Seely Brow n, 2008) Source: www.deitel.com
  • 6. 6 W inq hy uiry-b s dle rning(IBL)? ae a • Active and deep engagem ent w m ith essy, authentic questions and problem s • Experiencing ‘ supercom plexity’ and understanding how know ledge is created • Social participation, em ploym ent, lifelong learning • Strengthening the research- teaching nexus in universities • A strategic focus for University of Sheffield
  • 7. 7 An inte ra dvis n o HE g te io f “ purpose of teaching [… ] becom to induct The es students into various form of inquiry so that individuals s are able to live in a complex, uncertain w orld where know howto inquire is key to survival. W are looking ing e towards a higher education w here inquiry can becom e centre stage for both academ and students” ics (Brew, 2006) “ pedagogy of joint discovery” A (Barnett, 2007: 159)
  • 8. 8 • “ hat I liked about [IBL] w that I got to do - I m W as ean I w freer in a w as ay. [...] I built m ow argum y n ents, and that w really, really good for m I re ally e njo ye d as e. that, be c aus e it was fre e [...] I don’think you can do t that to the sam extent in an essay because that m e ode often is a set question that you have to have –of course you can say if you agree or not agree to w it states, hat but the question is often based on certain concepts or certain theories, w hile in this [inquiry ] pro je c t we c o uld c ho o s e o ur appo ro ac h by o urs e lve s . That was re ally g o o d”. • “think doing som I ething that, this is your project, do w hat you w w it, it’s s c ary but […] it’s my , my thing ant ith […] I fe e l like a g ro wn -up pe rs o n, going into [the research field], I like being able to do your ow thing” n . ‘Discovery’ inquiry projects
  • 9. 9
  • 10. 10 CILASS IBL fra e o m w rk • Co llabo rative inquiry and inquiry c o mmunitie s • Info rmatio n lite rac y developm ent • Ne two rke d learning • Inte rdis c iplinary inquiry • Classroom as re s e arc h s e nviro nme nts (‘collaboratories’ ) “ odelling the process of research in the student learning experience” M
  • 11. 11 ‘ e ta ingLa ’ Und rs nd w • 250 students • Online w orkbooks, structured tasks • Inquiry journals • Supported by online discussions (W ebCT) • 45 research groups, developing m ultim edia resources (film podcast, , pow erpoint) • Presented at ‘ celebration of inquiry’ event (attended by other students, staff and invited lawprofessionals)
  • 12. 12 She W b e De a e o Info a n Stud s Uo ila e b r, p rtm nt f rm tio ie , S
  • 13. 13 Inquiry in Se o Life c nd • A learning (and play) space –m like a classroom than a w ore ebsite – w newpedagogical possibilities ith • Assessed activity for 1 st year BSc Inform ation M anagem students on ent Inform ation Literacy m odule • Part of induction into research: in Sem ester 2 they undertake their ow n sm all-scale research projects • Critical incident interview w SL residents (a tim w s ith e hen they had an inform ation need relating to a SL activity) in SL itself • Students analyse transcripts in relation to m odels of RL information behaviour + audit interviewtechnique (for assessm ent) • Working w 2 librarians: in Sheffield (Lyn Parker) and St Andrew ith s (Vickie Corm ie) S . W e bbe r, Information S tudie s
  • 14. 14 Stud ntsa re e rc rs p d e , e s s a he , ro uc rs m m e o inq e b rs f uiry c m unitie o m s • Students researching the rise of blogging and considering w hether this is a new narrative genre • W orkshops held in CILASS collaboratory - groups of students m onitor blogs over a sem ester, and each research group has its ow blog n • Dr Stone aim to help s interested students to get their research published in a scholarly journal Dr. Brendan Stone, School of English, UoS
  • 15. 15 Inquiry-b s dinfo a n lite c ae rm tio ra y d ve p e - P yc lo y e lo m nt s ho g • Students investigate differences in the quality of information in psychology ‘ stories’ the popular press in and in the journal articles that provided their source • Students engage in online searching task to identify popular stories and trace the research evidence, using new sources and W of Know s eb ledge database; they then analyse the findings and reflect on their experience • Supported by the Library’ W of Know s eb ledge tutorial, trained student IL mentors (3rd years) and tutors
  • 16. 16 Dis e ina s m ting s e inq tud nt uiry a re e rc nd s a h Tw jo o urnals
  • 17. 17 Inquiry in ne s a e w pcs • Accessible • Flexible • Social • Inform ation-rich • Technology-rich • Seam lessly interfacing betw een virtual and physical spaces/resources
  • 18. 18 TheInfo a n rm tio Cm o o m ns “ o tha alib ry, m re n ra m retha a IT s a e o n n pc, m retha as y o n tud c ntre e ” Social learning spaces, connecting and integrating digital and physical spaces in neww ays
  • 19. 19 Uo Info a n C m o S rm tio o m ns • 1,300+ study spaces, 500+ PCs, 100,000 books, 50 Internet kiosks • Diverse study spaces, w ireless enabled • Silent spaces: PC room no PC/laptop ; space; laptops-only space • 10 bookable group room s • Flexispace • Diverse table form ats, incl. large group tables w w screen PCs ith ide • Soft seating w pow points for laptops ith er • 2 ICT-enabled classroom s • Café • CILASS spaces and collaboratories
  • 20. 20 “ g t b o o Fa e o k, c t to I e o ks ut, c b o ha p o le yo kno , c o ab ha a ep , u w hill ut it, ve c ffe . Ye h, w s m g o e s ys o e a rite o e o d s a , tha s rt o thing re lly” t o f , a • “Better than the library… it’ not s • Colour com pletely silent, which I get a bit intimidated by, really” • Views • Space • Quiet • “ can sit dow and m You n ake yourself at hom you know – e, ? • Relaxed you’ got a lot of table space and ve • Approachable you can lay yourself out w ithout • M odern w orrying about disturbing other people as m uch” • Cosy • Com puters • Resources • “ e like the Inform W ation Com ons m because w can sit in a group and e do our w freely w ork ithout any restrictions”
  • 21. 21 CILASS Inquiry c lla o to s o b ra rie • 2‘ collaboratories’ and 24 students) (40 • 1 w fixed collaborative w ith orkstations (large screens) • 1 w flexible tables/chairs and laptops ith • 5 breakout/group room (6-8 students) s • W ireless netw orking • Cluster connectivity betw een com puters and plasm screens a • Interactive w hiteboards • Sound and video-recording • Access Grid Node (studio-based, Collaboratory 1) • ‘Huddleboards’ and copycam flipcharts; w s; rite-on w surfaces all • M obile technologies, including digital cam eras, cam corders, PDAs, personal response system • Soft spaces • Seam less access to resources of w ider IC
  • 22. 22 Hud le o rd a c p a s d b a s nd o yc m Lightw eight, double-sided, w hiteboards for sm group all collaboration or presentations. M obile easels and w all- m ounted tracks for display. Ideas generated on huddleboards are converted to digital images using the Copy Cam e.g. for use s, in pow erpoint presentations, collaborative inquiry projects.
  • 23. 23 W t s ff s y ha ta a • “ perfect opportunity to The get students w orking w ith research m aterials” •“ Inviting, technologically advanced and perfect for group-w ork” • “ ulates newideas for Stim teaching and pedagogy” • “w facilities like the I ish collaboratories w mere ore w idely available throughout the University”
  • 24. 24 W ts e s y ha tud nts a •“CILASS rules! W hat an environm ent!” •“CILASS room fantastic - technology here w really great, as m ade it far m ore interesting than other sem inars” •“Learning has finally com into the 21st e century! The new technology has opened m eyes to y exciting neww ays to exam literary texts” ine
  • 25. 25 • Developing newpedagogies and creating newspaces •M ulti-disciplinary partnership • Focused on learning and teaching • Student involvem ent • Supporting the users • Cham pions prom oting the ideas • Training (blending technology and pedagogy) • Facilitating exchange of practice
  • 26. 26 C nc io o lus n • A strategic perspective • An integrated perspective on pedagogy, space and technology • A partnership project dependent on cross- disciplinary dialogue and stakeholder involvem ent • A w in progress –w re learning as w ork e’ e go along • Underpinned by evaluation and research
  • 27. 27 http:// w w c c w .jis .a .uk/eli_le rning p c s a s a e .html Short JISC video on ‘designing technology-rich learning spaces, CILASS collaboratory’
  • 28. 28 Que tio fo b a ut s s io s ns r re ko e s n • Howdo you and your service currently support ‘ inquiring’learners and pedagogies? Howm ight you further build on and develop w you do? hat • Physical spaces? Partnerships w educational ith developm ent? W 2.0? … .? eb • W issues and challenges do you identify in hat the developm of your practice and service for ent ‘inquiring’students and pedagogies?

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