Jane Rempel - IBL exercises in a lecture-based module


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Presentation given at CILASS IBL cafe in 2007/8 by Dr Jane Rempel of the Department of Archaeology at the University of Sheffield on the use of inquiry-based learning in her lecture based module AAP377: Athens, empire and the Classical Greek world

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Jane Rempel - IBL exercises in a lecture-based module

  1. 1. AAP377: Athens, empire and the Classical Greek world IBL exercises in a lecture-based module Jane Rempel, Department of Archaeology
  2. 2. AAP377 Learning Objectives <ul><li>Information </li></ul><ul><ul><li>Methodological and theoretical approaches </li></ul></ul><ul><ul><li>The archaeology of Athenian democracy and empire </li></ul></ul><ul><ul><li>Impacts of the Greek past on modern world </li></ul></ul><ul><li>Skills </li></ul><ul><ul><li>Source criticism </li></ul></ul><ul><ul><ul><li>Primary sources </li></ul></ul></ul><ul><ul><ul><li>Synthetic interpretations </li></ul></ul></ul><ul><ul><li>Group work and presentations </li></ul></ul><ul><ul><li>Information Literacy </li></ul></ul>
  3. 3. Incorporation of IBL <ul><li>Lecture </li></ul><ul><li>Lecture </li></ul><ul><li>Lecture </li></ul><ul><li>IBL session </li></ul><ul><li>Presentation session </li></ul><ul><li>Lecture </li></ul><ul><li>Lecture </li></ul><ul><li>Lecture </li></ul><ul><li>Lecture </li></ul><ul><li>IBL session </li></ul><ul><li>------ </li></ul><ul><li>Feedback session </li></ul><ul><ul><li>Assessment: </li></ul></ul><ul><ul><li>40% Presentation </li></ul></ul><ul><ul><li>60% Essay </li></ul></ul>
  4. 4. Lecture sessions <ul><li>Primary learning outcomes </li></ul><ul><ul><li>Information </li></ul></ul><ul><ul><ul><li>Methodological and theoretical approaches </li></ul></ul></ul><ul><ul><ul><li>The archaeology of Athenian democracy and empire </li></ul></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><ul><li>Group work and discussion </li></ul></ul></ul>Small IBL and group tasks
  5. 5. Small IBL task - example As you go to the portico which they call painted, because of its pictures, there is a bronze statue of Hermes of the Market-place, and near it a gate. On it is a trophy erected by the Athenians, who in a cavalry action overcame Pleistarchus, to whose command his brother Cassander had entrusted his cavalry and mercenaries. This portico contains, first, the Athenians arrayed against the Lacedaemonians at Odeon in the Argive territory. What is depicted is not the crisis of the battle nor when the action had advanced as far as the display of deeds of valor, but the beginning of the fight when the combatants were about to close. Pausanias 1.15
  6. 6. IBL sessions <ul><li>Primary learning outcomes </li></ul><ul><ul><li>Information </li></ul></ul><ul><ul><ul><li>The impact of the Greek past on the modern world </li></ul></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><ul><li>Source criticism </li></ul></ul></ul><ul><ul><ul><li>Group work and presentation </li></ul></ul></ul><ul><ul><ul><li>Information literacy </li></ul></ul></ul><ul><ul><li>Mapping Athenian democracy </li></ul></ul><ul><ul><li>Classical Athens and European nation building </li></ul></ul>
  7. 7. IBL Session - example <ul><li>‘ Mapping Athenian democracy’ </li></ul><ul><li>The problem: </li></ul><ul><li>Support </li></ul><ul><ul><li>CILASS collaboratory </li></ul></ul><ul><ul><li>University information </li></ul></ul><ul><ul><li>Key questions/issues to consider </li></ul></ul>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.
  8. 8. IBL Session - example <ul><li>Goals </li></ul><ul><ul><li>Students actively engage with the structures and functioning of Athenian democracy </li></ul></ul><ul><ul><li>Prompt consideration of the questions of inclusion, exclusion and participation in Athenian democracy </li></ul></ul><ul><ul><li>Encourage comparison of Athenian ‘radical’ democracy and modern representative democracies </li></ul></ul><ul><ul><ul><li>Group discussion based on core readings and considerations from IBL exercise </li></ul></ul></ul>
  9. 9. Things to think about <ul><li>Student engagement in IBL sessions </li></ul><ul><ul><li>use of WebCT discussion boards to encourage participation? </li></ul></ul><ul><ul><li>Create more group discussion/activity time in lecture sessions? </li></ul></ul><ul><ul><li>Incorporate IBL sessions into assessment? </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Presentations were successful, but the traditional long essay assessment not the best reflection of the module </li></ul></ul><ul><ul><li>Opportunities for continuous assessment </li></ul></ul><ul><ul><ul><li>Portfolio of assignments, including IBL activities and shorter essay </li></ul></ul></ul><ul><li>Time </li></ul><ul><ul><li>pressure to cover material in lecture sessions at odds with need to make time for meaningful discussion (of group activity, core readings) </li></ul></ul><ul><ul><li>IBL sessions moved more slowly than I’d expected </li></ul></ul><ul><ul><ul><li>Make tasks more explicit? </li></ul></ul></ul><ul><ul><ul><li>Have students do a preparation exercise beforehand? </li></ul></ul></ul>