Sabine Little, Pedagogy Over Technology
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Sabine Little, Pedagogy Over Technology

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A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006

A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006

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Sabine Little, Pedagogy Over Technology Sabine Little, Pedagogy Over Technology Presentation Transcript

  • Pedagogy over Technology: Supporting Inquiry-based Learning in the Caribbean Sabine Little Learning Development & Research Associate CILASS, University of Sheffield Centre for Excellence in Teaching and Learning
  • Background to the Caribbean Programme at the University of Sheffield
    • Student-led initiative since 1980s
    • Continuous growth from one Diploma course
    • Currently 200 students on range of degree programmes
    • Bases in Trinidad & St. Lucia
    • Need to keep up with technology to provide best possible service and stay competitive
    • Students are largely practising teachers and other education professionals
    • IBL standing commitment of degree programme to instil sense of ongoing professional inquiry
  • Background to Study
    • Summer 2004 – Background survey into ICT infrastructure
    • January 2005 – Pilot Study with ICT and Education Module (21 students on WebCT)
    • Summer 2005 – detailed, narrative evaluation of pilot
    • January 2006 – Roll-out with two full cohorts (70 students), Educational Research Module
  • IBL Support
    • Educational Research module requires:
    • Team collaboration
    • Negotiation skills
    • Definition and refinement of research question
    • Information literacy skills
    • Reflective engagement with research process and personal growth as researcher
  • Issues
    • Assessment
      • infrastructure v. fairness
    • Facilitation –
      • specific context,
      • narrative culture,
      • topic choice (Positionality, Community of Practice, Research Methodology, Reflection/Evaluation)
  • Student Feedback
    • Very positive
    • Divided regarding assessment
    • Throwing up need for facilitation, learner-centred v. tutor-led
    • Demand for more necessitates re-think of course and tutors
  • Student Feedback
    • “ While I found it difficult to find the time to take part in the discussions, being exposed to so many different point [sic] of view was not only interesting but rewarding. Working as team helped me to reflect deeper on my positionality and to question situations and events that I would normally take for granted. It is amazing how a group discussion influences the way you feel about or think of a concept or issue.”
  • The Future
    • How to roll out WebCT across all modules?
    • Maintain assessment module or adapt/change?
    • Embed further technologies in line with demand from students with advanced knowledge, or keep to generic, bottom-line approach for all?
    • How to increase student-led discussions, in line with IBL approach?
  • Contact details
    • Sabine Little
    • Learning Development & Research Associate
    • Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS)
    • University of Sheffield
    • 0114-222 5274
    • [email_address]