The document outlines the concept of inquiry-based learning (IBL) and its integration with Web 2.0 technologies aimed at enhancing student engagement and autonomy in the learning process. It emphasizes the significance of collaborative inquiry, active participation, and the importance of students taking charge of their own learning experiences. The document also showcases various educational initiatives and resources designed to foster a research-oriented academic environment at the University of Sheffield.

1. Ne Le rningSp c sfo Ne
w a ae r w
Mo e o Le rninga
ds f a nd
Te c
a hing
BBSLG Annual Conference
Leeds, 10th July 2008
Philippa Levy
w w
w .shef.,ac.uk/cilass

2. • Inquiry-based learning 2
• Web 2.0
• Information Com ons
m
Ove w
rvie and inquiry
collaboratories
• Learning partnerships

3. 3
Inquiry
• The core of inquiry is the
QUESTION –generating a
process of discovery
• “ action of s e e king , especially
The
(nowalw ays) for truth, know ledge
or inform ation concerning
som ething; search, research,
investigation, exam ination”(OED)
• Student-led exploration,
investigation, research
• Cas e - and pro ble m -bas e d
le arning
• Expe rie ntial le arning
• Re s e arc h pro je c ts ‘
Inner Biology’ the inquiry m
– ethod of teaching biology
staff.washington.edu/jshaver/innerbiology/

4. 4
IBL invo s
lve
• Students and/or tutors establishing
question/problem etc
• Students pursuing lines of inquiry
(often in groups)
• Draw on existing know
ing ledge
• Identifying newlearning and
inform ation needs
• Seeking inform ation, evidence,
e.g. interacting w (digital)
ith
resources, datasets, archives
• Discussing, receiving feedback,
synthesising inform ation,
constructing know ledge
• Analysing and com unicating
m
ideas and results
• W orking w staff as partners,
ith
participating in and contributing to
a research com unity
m

5. 5
Inq uiring W b2
, e .0
le rne
a rs
• Ow ning and directing their
experience
• Participating, collaborating,
social netw orking
• Producing and co-creating -
generating, repurposing and
sharing content
• Accessing m ultiple sources
• Using a w variety of tools
ide
and environm ents
• Creating personal learning
netw orks and environm ents
• Learning 2.0: ‘ passion-based
learning’ (John Seely Brow n,
2008) Source: www.deitel.com

6. 6
W inq
hy uiry-b s dle rning(IBL)?
ae a
• Active and deep engagem ent
w m
ith essy, authentic
questions and problem s
• Experiencing ‘ supercom plexity’
and understanding how
know ledge is created
• Social participation,
em ploym ent, lifelong learning
• Strengthening the research-
teaching nexus in universities
• A strategic focus for University
of Sheffield

7. 7
An inte ra dvis n o HE
g te io f
“ purpose of teaching [… ] becom to induct
The es
students into various form of inquiry so that individuals
s
are able to live in a complex, uncertain w orld where
know howto inquire is key to survival. W are looking
ing e
towards a higher education w here inquiry can becom e
centre stage for both academ and students”
ics (Brew,
2006)
“ pedagogy of joint discovery”
A (Barnett, 2007: 159)

8. 8
• “ hat I liked about [IBL] w that I got to do - I m
W as ean I
w freer in a w
as ay. [...] I built m ow argum
y n ents, and
that w really, really good for m I re ally e njo ye d
as e.
that, be c aus e it was fre e [...] I don’think you can do
t
that to the sam extent in an essay because that m
e ode
often is a set question that you have to have –of course
you can say if you agree or not agree to w it states,
hat
but the question is often based on certain concepts or
certain theories, w hile in this [inquiry ] pro je c t we
c o uld c ho o s e o ur appo ro ac h by o urs e lve s . That was
re ally g o o d”.
• “think doing som
I ething that, this is your project, do w hat
you w w it, it’s s c ary but […] it’s my , my thing
ant ith
[…] I fe e l like a g ro wn -up pe rs o n, going into [the
research field], I like being able to do your ow thing”
n .
‘Discovery’ inquiry projects

9. 9

10. 10
CILASS IBL fra e o
m w rk
• Co llabo rative inquiry and
inquiry c o mmunitie s
• Info rmatio n lite rac y
developm ent
• Ne two rke d learning
• Inte rdis c iplinary inquiry
• Classroom as re s e arc h
s
e nviro nme nts
(‘collaboratories’
)
“ odelling the process of research in the student learning experience”
M

11. 11
‘ e ta ingLa ’
Und rs nd w
• 250 students
• Online w orkbooks, structured
tasks
• Inquiry journals
• Supported by online
discussions (W ebCT)
• 45 research groups,
developing m ultim edia
resources (film podcast,
,
pow erpoint)
• Presented at ‘ celebration of
inquiry’ event (attended by
other students, staff and
invited lawprofessionals)

12. 12
She W b e De a e o Info a n Stud s Uo
ila e b r, p rtm nt f rm tio ie , S

13. 13
Inquiry in Se o Life
c nd
• A learning (and play) space –m like a classroom than a w
ore ebsite –
w newpedagogical possibilities
ith
• Assessed activity for 1 st year BSc Inform ation M anagem students on
ent
Inform ation Literacy m odule
• Part of induction into research: in Sem ester 2 they undertake their ow n
sm all-scale research projects
• Critical incident interview w SL residents (a tim w
s ith e hen they had an
inform ation need relating to a SL activity) in SL itself
• Students analyse transcripts in relation to m odels of RL information
behaviour + audit interviewtechnique (for assessm ent)
• Working w 2 librarians: in Sheffield (Lyn Parker) and St Andrew
ith s
(Vickie Corm ie)
S . W e bbe r, Information S tudie s

14. 14
Stud ntsa re e rc rs p d e ,
e s s a he , ro uc rs
m m e o inq
e b rs f uiry c m unitie
o m s
• Students researching the rise
of blogging and considering
w hether this is a new
narrative genre
• W orkshops held in CILASS
collaboratory - groups of
students m onitor blogs over a
sem ester, and each research
group has its ow blog
n
• Dr Stone aim to help
s
interested students to get
their research published in a
scholarly journal
Dr. Brendan Stone, School of English, UoS

15. 15
Inquiry-b s dinfo a n lite c
ae rm tio ra y
d ve p e - P yc lo y
e lo m nt s ho g
• Students investigate differences in the quality of
information in psychology ‘ stories’ the popular press
in
and in the journal articles that provided their source
• Students engage in online searching task to identify
popular stories and trace the research evidence, using
new sources and W of Know
s eb ledge database; they
then analyse the findings and reflect on their experience
• Supported by the Library’ W of Know
s eb ledge tutorial,
trained student IL mentors (3rd years) and tutors

16. 16
Dis e ina
s m ting
s e inq
tud nt uiry
a re e rc
nd s a h
Tw jo
o urnals

17. 17
Inquiry in ne s a e
w pcs
• Accessible
• Flexible
• Social
• Inform ation-rich
• Technology-rich
• Seam lessly interfacing
betw een virtual and physical
spaces/resources

18. 18
TheInfo a n
rm tio
Cm o
o m ns
“ o tha alib ry,
m re n ra
m retha a IT s a e
o n n pc,
m retha as y
o n tud
c ntre
e ”
Social learning spaces,
connecting and integrating digital
and physical spaces in neww ays

19. 19
Uo Info a n C m o
S rm tio o m ns
• 1,300+ study spaces, 500+ PCs, 100,000
books, 50 Internet kiosks
• Diverse study spaces, w ireless enabled
• Silent spaces: PC room no PC/laptop
;
space; laptops-only space
• 10 bookable group room s
• Flexispace
• Diverse table form ats, incl. large group
tables w w screen PCs
ith ide
• Soft seating w pow points for laptops
ith er
• 2 ICT-enabled classroom s
• Café
• CILASS spaces and collaboratories

20. 20
“ g t b o o Fa e o k, c t to
I e o ks ut, c b o ha
p o le yo kno , c o ab ha a
ep , u w hill ut it, ve
c ffe . Ye h, w s m g o e s ys
o e a rite o e o d s a ,
tha s rt o thing re lly”
t o f , a
• “Better than the library… it’ not
s
• Colour com pletely silent, which I get a bit
intimidated by, really”
• Views
• Space
• Quiet • “ can sit dow and m
You n ake
yourself at hom you know –
e, ?
• Relaxed you’ got a lot of table space and
ve
• Approachable you can lay yourself out w ithout
• M odern w orrying about disturbing other
people as m uch”
• Cosy
• Com puters
• Resources • “ e like the Inform
W ation Com ons
m
because w can sit in a group and
e
do our w freely w
ork ithout any
restrictions”

21. 21
CILASS Inquiry
c lla o to s
o b ra rie
• 2‘
collaboratories’ and 24 students)
(40
• 1 w fixed collaborative w
ith orkstations (large
screens)
• 1 w flexible tables/chairs and laptops
ith
• 5 breakout/group room (6-8 students)
s
• W ireless netw orking
• Cluster connectivity betw een com puters and
plasm screens
a
• Interactive w hiteboards
• Sound and video-recording
• Access Grid Node (studio-based, Collaboratory 1)
• ‘Huddleboards’ and copycam flipcharts; w
s; rite-on
w surfaces
all
• M obile technologies, including digital cam eras,
cam corders, PDAs, personal response system
• Soft spaces
• Seam less access to resources of w ider IC

22. 22
Hud le o rd a c p a s
d b a s nd o yc m
Lightw eight, double-sided,
w hiteboards for sm group
all
collaboration or presentations.
M obile easels and w all-
m ounted tracks for display.
Ideas generated on
huddleboards are converted
to digital images using the
Copy Cam e.g. for use
s,
in pow erpoint presentations,
collaborative inquiry
projects.

23. 23
W t s ff s y
ha ta a
• “ perfect opportunity to
The
get students w orking w ith
research m aterials”
•“ Inviting, technologically
advanced and perfect for
group-w ork”
• “ ulates newideas for
Stim
teaching and pedagogy”
• “w facilities like the
I ish
collaboratories w mere ore
w idely available throughout
the University”

24. 24
W ts e s y
ha tud nts a
•“CILASS rules! W hat
an environm ent!”
•“CILASS room
fantastic - technology
here w really great,
as
m ade it far m ore
interesting than other
sem inars”
•“Learning has finally
com into the 21st
e
century! The new
technology has
opened m eyes to
y
exciting neww ays to
exam literary texts”
ine

25. 25
• Developing newpedagogies
and creating newspaces
•M ulti-disciplinary partnership
• Focused on learning and
teaching
• Student involvem ent
• Supporting the users
• Cham pions prom oting the
ideas
• Training (blending technology
and pedagogy)
• Facilitating exchange of
practice

26. 26
C nc io
o lus n
• A strategic perspective
• An integrated perspective on pedagogy,
space and technology
• A partnership project dependent on cross-
disciplinary dialogue and stakeholder
involvem ent
• A w in progress –w re learning as w
ork e’ e
go along
• Underpinned by evaluation and research

27. 27
http://
w w c c
w .jis .a .uk/eli_le rning p c s
a s a e .html
Short JISC video on
‘designing
technology-rich
learning spaces,
CILASS
collaboratory’

28. 28
Que tio fo b a ut s s io
s ns r re ko e s n
• Howdo you and your service currently support
‘
inquiring’learners and pedagogies? Howm ight
you further build on and develop w you do?
hat
• Physical spaces? Partnerships w educational
ith
developm ent? W 2.0? … .?
eb
• W issues and challenges do you identify in
hat
the developm of your practice and service for
ent
‘inquiring’students and pedagogies?