Better groups, better feedback, richer inquiry? Using wiki technology to improve the learning environment in problem-based learning
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Our virtual learning environment (Blackboard) has recently developed a capability to allow the contributions of a group to be delivered and later assessed using wiki technology. Early indications suggest that not only is the use of the wiki technology supporting these objectives, but has also returned a host of other, (and some unforeseen) advantages. Despite this, the use of such technology has also raised some questions about how appropriate this approach is in this and other contexts. Dependence on technology, transferability to other learning contexts, and the unanticipated “intimacy” of observing group dynamics and the nature and impact of this scrutiny all raise questions that merit debate from other practitioners. Participants will have the opportunity to share similar practice, but most importantly engage in a debate about this method of monitoring, supporting and assessing the group-work associated with problem-based learning.
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From Salon to Agora
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Pairs Talk 22 Jan 08 Jane Seale
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Evo research topics to r qs (judith hanks), january 2016 (1)
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
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This document summarizes Dr. Julia Parra's presentation on collaboration and technology to scaffold online student success. The presentation discusses the benefits of group work for online students, challenges of online group work, collaboration tools that can be used, existing models for supporting online collaboration, an emerging four-phase model to scaffold group work, research on the impact of scaffolding group work, and resources provided.
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Adrienne R. Schwarte, MFA
Maryville College, Maryville TN
Lilly Conference, Greensboro NC, February 8, 2008
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Guiding Questions: Aligning Course Design with Teaching and Learning Goals
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Evo research topics to r qs (judith hanks), january 2016 (1)
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1) The document describes a 5-year programme at the University of Sheffield called CILASS that aims to promote inquiry-based learning and information literacy skills for undergraduate students.
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Strategi aproaches to Information Literacy Development: a CETL perspective
1) CILASS is a 5-year £4.5M programme funded by HEFCE to promote inquiry-based learning impacting over 10,000 students in arts, social sciences, and law.
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