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


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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.

Published in: Technology, Education
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Using ICT in IBL courses - Little and Bestwick (2007)

  1. 1. ICT in IBL Alison Bestwick Dr Sabine Little Centre for Inquiry-based Learning in the Arts and Social Sciences University of Sheffield
  2. 2. Introduction <ul><li>19 Schools/Departments </li></ul><ul><li>2 strands of funding </li></ul><ul><li>~70 projects </li></ul><ul><li>Close collaboration with Learning Development Media Unit (LDMU) and Library) </li></ul><ul><li>Large proportion of projects has ICT component </li></ul><ul><li>10 modules from History/Archaeology </li></ul>
  3. 3. ICT in IBL - 1 <ul><li>Information Literacy </li></ul><ul><ul><li>Researching/finding information (journals, databases, library catalogues, internet…) </li></ul></ul><ul><ul><li>Evaluating information </li></ul></ul><ul><ul><li>Coding/collating information </li></ul></ul><ul><ul><li>Annotated bibliographies/referencing </li></ul></ul><ul><ul><li>… Library Information Skills Resource on WebCT </li></ul></ul>
  4. 4. ICT in IBL - 2 <ul><li>Networked Learning </li></ul><ul><ul><li>Collaborative Inquiry </li></ul></ul><ul><ul><li>Media outputs of collaboration </li></ul></ul><ul><ul><li>People as resources </li></ul></ul><ul><li>Learning Spaces </li></ul><ul><ul><li>Collaboratories </li></ul></ul>
  5. 5. Archaeology & CILASS <ul><li>9 modules (2 at Level 2, 6 at Level 3), including </li></ul><ul><ul><li>Online case studies </li></ul></ul><ul><ul><li>Small IBL component in lecture-based modules </li></ul></ul><ul><ul><li>WebCT for discussion </li></ul></ul><ul><ul><li>Online research & collaboration </li></ul></ul>
  6. 6. <ul><li>‘ Mapping Athenian democracy’ (Level 3) </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.
  7. 7. AAP201 – Research Skills in Archaeology <ul><li>Group work, formulating own research question </li></ul><ul><li>Developing data collection tool through fieldwork </li></ul><ul><li>Piloting & re-adjustment of research </li></ul><ul><li>Research via library resources and special databases </li></ul><ul><li>Collaborative group report </li></ul>
  8. 8. Title <ul><li>Bullet points 24pt </li></ul>
  9. 9. Questions?