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“ Do you? I don’t!” – Engaging students in research on technologies for inquiry-based learning   Sabine Little  [email_add...
Staff-student partnerships??? Please spend 10-15 minutes walking about, looking at the various quotes and chatting to each...
An example of partnership? <ul><li>Barbara </li></ul>
CILASS & the SAN <ul><li>HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning </li></ul><ul><li...
The Networked Learning Study <ul><li>2007/08: students from the departments of Music and Law, in-depth discussions regardi...
Meet the team Chloe –  Music Barbara –  Law Su – Sociology Ryan – School of East Asian Studies Phil - CILASS Georgie - His...
Research Questions <ul><li>a) How do students in the Arts and Social Sciences use technology for the inquiry process in fo...
Things we grapple with
Power? <ul><li>Georgie </li></ul>
Whose benefit? <ul><li>Chloe </li></ul>
Are students “good enough”? <ul><li>Su </li></ul>
Discussion <ul><li>What can staff-student partnerships mean in the context of academic research? </li></ul><ul><li>By whom...
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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

Published in: Education, Technology
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Transcript of "'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning"

  1. 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. 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. 3. An example of partnership? <ul><li>Barbara </li></ul>
  4. 4. CILASS & the SAN <ul><li>HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning </li></ul><ul><li>Student representation from bid stage onwards </li></ul><ul><li>Student Ambassador Network – 28 SAs, 60 hours/year, £7/hour, 1 student co-ordinator, 105 hours/year </li></ul><ul><li>5 Working groups, engagement at departmental and institutional level </li></ul><ul><li>No sabbaticals </li></ul>
  5. 5. The Networked Learning Study <ul><li>2007/08: students from the departments of Music and Law, in-depth discussions regarding their use of technology for IBL </li></ul><ul><li>Expansion for 2008/09: </li></ul><ul><ul><li>the inclusion of further subject areas, in order to provide a broader picture of technology use for both formal and informal IBL; and </li></ul></ul><ul><ul><li>the involvement of students as partners in the research process. </li></ul></ul><ul><li>Five students from six disciplines: </li></ul><ul><ul><li>Music </li></ul></ul><ul><ul><li>School of East Asian Studies </li></ul></ul><ul><ul><li>History </li></ul></ul><ul><ul><li>Law </li></ul></ul><ul><ul><li>Sociology </li></ul></ul><ul><ul><li>Politics </li></ul></ul>
  6. 6. Meet the team Chloe – Music Barbara – Law Su – Sociology Ryan – School of East Asian Studies Phil - CILASS Georgie - History Sabine - CILASS
  7. 7. Research Questions <ul><li>a) How do students in the Arts and Social Sciences use technology for the inquiry process in formal and informal learning situations? </li></ul><ul><li>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? </li></ul><ul><li>2. What do students perceive as an ‘innovative’ use of learning technologies for inquiry? </li></ul><ul><li>3. What (if any) are the issues surrounding disciplinarity in the development of teaching and learning resources using technology to support the inquiry process? </li></ul>
  8. 8. Things we grapple with
  9. 9. Power? <ul><li>Georgie </li></ul>
  10. 10. Whose benefit? <ul><li>Chloe </li></ul>
  11. 11. Are students “good enough”? <ul><li>Su </li></ul>
  12. 12. Discussion <ul><li>What can staff-student partnerships mean in the context of academic research? </li></ul><ul><li>By whom and for whom is knowledge created? </li></ul><ul><li>How can technology help (as an equaliser, communication aid, or...)? </li></ul>
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