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'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
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'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning

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Learners in the Co-Creation of Knowledge Symposium, Edinburgh 29th-30th October 2008

Learners in the Co-Creation of Knowledge Symposium, Edinburgh 29th-30th October 2008

Published in: Education, Technology
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  • 1. “ Do you? I don’t!” – Engaging students in research on technologies for inquiry-based learning Sabine Little [email_address] Ryan Jendoubi [email_address] www.shef.ac.uk/cilass LICK, Edinburgh, 30 th October 2008
  • 2. Staff-student partnerships??? Please spend 10-15 minutes walking about, looking at the various quotes and chatting to each other about this concept.
  • 3. An example of partnership?
    • Barbara
  • 4. CILASS & the SAN
    • HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning
    • Student representation from bid stage onwards
    • Student Ambassador Network – 28 SAs, 60 hours/year, £7/hour, 1 student co-ordinator, 105 hours/year
    • 5 Working groups, engagement at departmental and institutional level
    • No sabbaticals
  • 5. The Networked Learning Study
    • 2007/08: students from the departments of Music and Law, in-depth discussions regarding their use of technology for IBL
    • Expansion for 2008/09:
      • the inclusion of further subject areas, in order to provide a broader picture of technology use for both formal and informal IBL; and
      • the involvement of students as partners in the research process.
    • Five students from six disciplines:
      • Music
      • School of East Asian Studies
      • History
      • Law
      • Sociology
      • Politics
  • 6. Meet the team Chloe – Music Barbara – Law Su – Sociology Ryan – School of East Asian Studies Phil - CILASS Georgie - History Sabine - CILASS
  • 7. Research Questions
    • a) How do students in the Arts and Social Sciences use technology for the inquiry process in formal and informal learning situations?
    • b) What are the implications of 1a) for the use of technology to support various aspects of IBL, e.g. collaborative inquiry, reflection, information literacy and creativity?
    • 2. What do students perceive as an ‘innovative’ use of learning technologies for inquiry?
    • 3. What (if any) are the issues surrounding disciplinarity in the development of teaching and learning resources using technology to support the inquiry process?
  • 8. Things we grapple with
  • 9. Power?
    • Georgie
  • 10. Whose benefit?
    • Chloe
  • 11. Are students “good enough”?
    • Su
  • 12. Discussion
    • What can staff-student partnerships mean in the context of academic research?
    • By whom and for whom is knowledge created?
    • How can technology help (as an equaliser, communication aid, or...)?

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