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Using ICT in IBL courses - Little and Bestwick (2007)

Using ICT in IBL courses - Little and Bestwick (2007)



Presentation: Bestwick (student, Department of Archaeology), Little (CILASS): “Using ICT for...

Presentation: Bestwick (student, Department of Archaeology), Little (CILASS): “Using ICT for
inquiry-based learning courses”, Workshop for HE Teachers of History, Classics
and Archaeology, University of Manchester and HCA Subject Centre, May 2007.



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    Using ICT in IBL courses - Little and Bestwick (2007) Using ICT in IBL courses - Little and Bestwick (2007) Presentation Transcript

    • ICT in IBL Alison Bestwick Dr Sabine Little Centre for Inquiry-based Learning in the Arts and Social Sciences University of Sheffield www.shef.ac.uk/cilass
    • Introduction
      • 19 Schools/Departments
      • 2 strands of funding
      • ~70 projects
      • Close collaboration with Learning Development Media Unit (LDMU) and Library)
      • Large proportion of projects has ICT component
      • 10 modules from History/Archaeology
    • ICT in IBL - 1
      • Information Literacy
        • Researching/finding information (journals, databases, library catalogues, internet…)
        • Evaluating information
        • Coding/collating information
        • Annotated bibliographies/referencing
        • … Library Information Skills Resource on WebCT
    • ICT in IBL - 2
      • Networked Learning
        • Collaborative Inquiry
        • Media outputs of collaboration
        • People as resources
      • Learning Spaces
        • Collaboratories
    • Archaeology & CILASS
      • 9 modules (2 at Level 2, 6 at Level 3), including
        • Online case studies
        • Small IBL component in lecture-based modules
        • WebCT for discussion
        • Online research & collaboration
      • ‘ Mapping Athenian democracy’ (Level 3)
      • The problem:
      • Support
        • CILASS collaboratory
        • University information
        • Key questions/issues to consider
      The government has decreed that all universities must be restructured in order to function as ‘radical democracies,’ with full member participation in decision-making processes. The University of Sheffield has decided to use Classical Athenian democracy as a model for this restructuring, and you – as the resident experts – have been asked to create a proposal for how this new democratic University might work.
    • AAP201 – Research Skills in Archaeology
      • Group work, formulating own research question
      • Developing data collection tool through fieldwork
      • Piloting & re-adjustment of research
      • Research via library resources and special databases
      • Collaborative group report
    • Title
      • Bullet points 24pt
    • Questions?