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

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Sabine Little, Pedagogy Over Technology

  1. 1. 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
  2. 2. Background to the Caribbean Programme at the University of Sheffield <ul><li>Student-led initiative since 1980s </li></ul><ul><li>Continuous growth from one Diploma course </li></ul><ul><li>Currently 200 students on range of degree programmes </li></ul><ul><li>Bases in Trinidad & St. Lucia </li></ul><ul><li>Need to keep up with technology to provide best possible service and stay competitive </li></ul><ul><li>Students are largely practising teachers and other education professionals </li></ul><ul><li>IBL standing commitment of degree programme to instil sense of ongoing professional inquiry </li></ul>
  3. 3. Background to Study <ul><li>Summer 2004 – Background survey into ICT infrastructure </li></ul><ul><li>January 2005 – Pilot Study with ICT and Education Module (21 students on WebCT) </li></ul><ul><li>Summer 2005 – detailed, narrative evaluation of pilot </li></ul><ul><li>January 2006 – Roll-out with two full cohorts (70 students), Educational Research Module </li></ul>
  4. 4. IBL Support <ul><li>Educational Research module requires: </li></ul><ul><li>Team collaboration </li></ul><ul><li>Negotiation skills </li></ul><ul><li>Definition and refinement of research question </li></ul><ul><li>Information literacy skills </li></ul><ul><li>Reflective engagement with research process and personal growth as researcher </li></ul>
  5. 5. Issues <ul><li>Assessment </li></ul><ul><ul><li>infrastructure v. fairness </li></ul></ul><ul><li>Facilitation – </li></ul><ul><ul><li>specific context, </li></ul></ul><ul><ul><li>narrative culture, </li></ul></ul><ul><ul><li>topic choice (Positionality, Community of Practice, Research Methodology, Reflection/Evaluation) </li></ul></ul>
  6. 6. Student Feedback <ul><li>Very positive </li></ul><ul><li>Divided regarding assessment </li></ul><ul><li>Throwing up need for facilitation, learner-centred v. tutor-led </li></ul><ul><li>Demand for more necessitates re-think of course and tutors </li></ul>
  7. 7. Student Feedback <ul><li>“ 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.” </li></ul>
  8. 8. The Future <ul><li>How to roll out WebCT across all modules? </li></ul><ul><li>Maintain assessment module or adapt/change? </li></ul><ul><li>Embed further technologies in line with demand from students with advanced knowledge, or keep to generic, bottom-line approach for all? </li></ul><ul><li>How to increase student-led discussions, in line with IBL approach? </li></ul>
  9. 9. Contact details <ul><li>Sabine Little </li></ul><ul><li>Learning Development & Research Associate </li></ul><ul><li>Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) </li></ul><ul><li>University of Sheffield </li></ul><ul><li>0114-222 5274 </li></ul><ul><li>[email_address] </li></ul>

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