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Inquiry Based Learning with first year undergraduates
The document discusses using Inquiry Based Learning (IBL) with first-year undergraduate students. IBL involves students investigating open-ended questions and problems through research and scholarship in their field. The author describes using IBL with a class of 40 students by having them work in teams to research information problems. Students practiced interviewing skills in Second Life and conducted interviews to research their assigned information problem. The goal was for students to actively explore knowledge and participate in building new understanding through inquiry.
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Inquiry Based Learning with first year undergraduates
- 1. Inquiry Based Learningwith first year undergraduates Sheila Webber Information School, University of Sheffield October 2011
- 2. Inquiry Based Learning(IBL) • A cluster of related pedagogies in which student inquiry or research drives the experience of learning and building knowledge (Philippa Levy) • Students: – investigate questions & problems that often are open-ended – apply the principles and practices of scholarship or research in their academic or professional area – explore a knowledge-base actively, critically and creatively – participate in building new meaning and knowledge Levy, P. et al (2010) Sheffield companion to Inquiry Based Learning. University of Sheffield. http://www.shef.ac.uk/ibl Sheila Webber, 2011
- 3. Teaching 1st years • 40 students this year, many international • BSc Information Management • Using face to face, Blackboard, web resources • Initially students used SL together in lab with me & teaching assistant (socialisation element) • Information Literacy core level 1 module: aims – to progress students' information literacy in key areas (working towards being an information literate citizen) – to develop their understanding of information literacy & information behaviour theories and practice Sheila Webber, 2011
- 4. 5th year I’vedone this exercise • Webber, S. (2010) 3D virtual learning case study. University of South Australia. http://www.unisanet.unisa.edu.au/3DVLE/siteassets /docs/3DVirtual_Case_Study_BScIM.pdf • Webber, S. (2010) “Investigating modes of student inquiry in Second Life as part of a blended approach.” International Journal of Virtual and Personal Learning Environments, 1 (3), 55-70. • Some tweaks & changes each year Sheila Webber, 2011
- 5. Rationale for usingSL • 50% coursework: carrying out research interview in SL, analysing performance as interviewer + analysing transcript • Access to wider population; internationalisation • Prompts reflection and comparison with RL • As information managers, relevant to learn virtual world communication skills
- 6. SL Familiarisation &working on information problem 1st week: Basics of moving, communicating etc. 2nd week: 9 teams of 4-5 students: each given own mini island + start info prob 3rd week: opinionator exercise and further work on mini-island + work on info prob 4th week: Teams import presentation on info problem to SL + set up quiz ball Sheila Webber, 2011
- 7. Information problems • Isthe “Google generation” really bad at searching for, and evaluating, information? • How reliable is Wikipedia? • Should Facebook users be concerned about their privacy and safety on Facebook? • 9 student teams, 3 tackling each problem • PPT identifies search process and their conclusions
- 8. SCONUL 7 Pillarsmodel of Information Literacy http://www.sconul.ac.uk/groups/information_literacy/seven_ pillars.html Sheila Webber, 2011
- 9. SL familiarisation Short lecture and Assignment handout about Practice interviews briefing interviewing in triads (interviewer, Lecture, exercises, interviewee, observer) readings on research, information behaviour, Handouts data collection & Blackboard Discussions analysis, ethics module Presentations Practice interviews in triads in SL Student’s Assignment FAQs etc Individual feedback Research /communication: email, interviews F2F, SL . in SL Email, IM etc used to communicate with interviewees Sheila Webber, 2011
- 10. 10 Modes Interviewing of IBL Information Levy, P. & Petrulis, R. problem (2012). How do first-year students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1). Sheila Webber, 2011
- 11. http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber/ Flickr: http://www.flickr.com/photos/23396182@N00/ Netvibes: http://www.netvibes.com/sheilawebber Sheila Webber s.webber@shef.ac.uk Twitter & SL: Sheila Yoshikawa
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