Jamie Wood, del.icio.us - 05.05.08
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IBL Cafe presentation given by Jamie Wood (CILASS, University of Sheffield) in May 2008. It was on the use of the social bookmarking site del.icio.us in first year History seminars.
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This document provides guidance on using project-based inquiry (PBI) to build a global lesson plan on water. PBI is a student-centered approach that emphasizes hands-on learning and creative product development. Key aspects of PBI include asking compelling questions, activating prior knowledge, investigating resources, synthesizing and sharing learning, and reflecting. The document provides examples of how to structure a PBI lesson on water that examines access to clean water globally and potential solutions. Students would research issues, debate solutions, and create advocacy campaigns or demonstrations of their knowledge to share with others.
Challenge toolkit
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
From Guardian Teacher Network
Challenge toolkit[1]
This document provides 50 activities and tasks to intellectually challenge students across the curriculum. The activities are presented generically so they can be adapted for different subjects. They include discussing insoluble problems, analyzing ethical dilemmas, interpreting random words and poetry, considering different perspectives, using analogies, and designing hypothetical experiments. The goal is to extend existing lessons and stretch student thinking with minimal additional workload for teachers.
Nurturing curiosity and inquiry within the curriculum through the use of tech...
How may we engage students in inquiry-led and problem-based learning through the use of technology? In this presentation we will consider how active learning principles can be applied to the design of blended learning courses, with digital tools employed to support active learning opportunities for our students. Through a presentation of case examples from the University of York (United Kingdom), we will consider how blended activities can encourage participants to engage in creative learning and problem-solving. An engagement model for active learning, derived from the case examples, is presented as a stimulus for a broader discussion on effective design approaches to support student-led inquiry and problem-solving activities.
ODHEC life beyond the lecture
This document discusses various active learning strategies that can be used in place of traditional lectures. It begins by outlining the evidence that active learning is more effective than passive learning for promoting higher-order thinking. Some key active learning techniques described include think-pair-share, guided notes, role plays, debates, and just-in-time teaching. Challenges of implementing these strategies such as student discomfort, unclear expectations, and time constraints are also addressed. The document provides examples and guidance for instructors on incorporating these interactive teaching methods.
Peer tutoring power point
This PowerPoint developed by Gates and Bickel outline the importance of peer tutoring and quick tips on things to keep in mind while managing a tutoring program.
This activity is designed to help you develop a lesson that teaches .docx
This lesson teaches character education through a math curriculum by focusing on the trait of perseverance. Students will watch video clips from Finding Nemo that demonstrate perseverance and discuss how the character shows this trait. They will then discuss how perseverance can be applied in math class and beyond. As an assessment, students will post responses on a collaborative digital bulletin board about how they can demonstrate perseverance in math. The teacher plans to continue developing character education by working with colleagues to identify important virtues and implement them across the curriculum.
Pg cert2
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
Final project 6-21-10
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
Final project 6-21-10
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
Web quest presentation e_feig_edu643
This document describes a web quest created by Ellen Feig for a first year English composition class. The web quest guides students through analyzing a persuasive essay, conducting research, and writing a 4-page persuasive research paper on the issues in Peter Singer's essay "The Singer Solution to World Poverty." The document outlines the learning objectives, design process, implementation, and evaluation of the web quest, which was found to be an effective tool by peer evaluators and students based on surveys.
Collaborative Literacy Lesson Plan
The document provides a template and sample lesson plan for a collaborative information literacy lesson between a teacher and library media specialist. The lesson plan aims to teach 8th grade students how to evaluate websites for research purposes. The plan involves comparing different websites on Anne Frank, identifying the strengths and weaknesses of each site using an evaluation form, and discussing as a class which site is most suitable for academic research. The teacher and librarian found collaborating on this lesson beneficial for integrating information literacy and meeting curriculum goals.
Walton - Assessing the journey: online conversation as a means of active lear...
Walton - Assessing the journey: online conversation as a means of active lear...IL Group (CILIP Information Literacy Group)
This document discusses using online conversations as a means of active learning in information literacy. It presents the structure of a blended learning intervention for a core module that incorporated small group work, online discourse between students and tutors, and formal assessment. Students participated in online peer assessments of draft essays. Analysis found that students significantly improved their grades between the first and final assignments. Students reported that the feedback from peers and tutors through this process helped improve their work. The study provides evidence that online discourse can support information literacy learning and be used to assess that learning.Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...
This document summarizes a presentation on injecting feedback surveys into electronic resources at point of use. It discusses testing pop-up surveys before articles to understand how collections connect to learning and productivity. Surveys of an Elsevier resource received over 1300 responses that provided insights into undergraduate, graduate, and faculty use for assignments, research, and publishing. Results indicated resources were used for both core and supplemental needs. The presentation explores using such evidence to inform decisions about collections, purchasing, and demonstrating return on investment to stakeholders.
Similar to Jamie Wood, del.icio.us - 05.05.08 (20)
Open SUNY NDLW: Using open source virtual-reality environments for community...
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(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY
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A Question Of Taste - LTEA Conference 2009, University of Reading, Jamie Wood
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Presentation given by Dr Tim Herrick (CILASS Fellow and Combined Studies Programme Co-ordinator, The Institute for Lifelong Learning, School of Education, University of Sheffield) at the CILASS Third Mondays research seminar series in April 2009.
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Presentation given by Richard Rowe, Department of Psychology, University of Sheffield on a CILASS funded project at a BPS practice sharing event.
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A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"
This document discusses the use of information and communication technologies (ICT) to support inquiry-based learning (IBL) at the University of Sheffield. It received funding for around 70 projects involving close collaboration between various departments. Many projects incorporated an ICT component to support information literacy, networked learning, and collaborative inquiry. Specifically, archaeology modules used ICT for online case studies, discussion on WebCT, and collaborative group research and reporting that involved fieldwork, developing data collection tools, and using library and database resources.
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This document outlines a 3-tiered approach for students to critically evaluate how psychology is presented publicly. Students searched BBC news articles, found related scholarly articles, and reflected on the process. Postgraduate tutors noted that while students were skilled searchers, guidance on information literacy and modeling the full task would be beneficial. Overall, the approach provided a positive learning experience for both undergraduate and postgraduate students by incorporating different teaching methods and linking research to teaching.
I blog, therefore I am/reflect/collaborate/learn/teach
The document discusses using blogs to support inquiry-based learning (IBL) in higher education. It outlines how blogs can aid reflection, collaboration, learning/teaching, dissemination of information, and personalization. Blogs allow students and staff to reflect on their IBL processes, work collaboratively, share resources and ideas, disseminate information to the wider community, and customize their blog for self-expression. The document raises questions about how blogs compare to other tools and how new technologies could further enhance their educational applications.
Beyond Consultation
The document discusses engaging students in educational development and innovation through the Student Ambassador Network (SAN) at the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). It provides examples of how the SAN and CILASS have collaborated with students, such as having students represented from the initial bid stage, creating student-friendly materials, and obtaining student input into meetings and projects. Table discussions focused on engaging students in evaluation, scholarship, curriculum planning, and an interdisciplinary network.
Learning and Teaching in the Information Commons - Jamie Wood
Wood, J. (2007). “Learning and Teaching in the Information Commons”, HEI Open Day, Information Commons, University of Sheffield, 22nd August 2007.
Inquiry-based Learning and Information Literacy
The document discusses how an organization called CILASS promotes inquiry-based learning and information literacy at the University of Sheffield. It provides two scenarios where academic departments want to improve student skills and seeks advice. For the first scenario, involving a new student induction, mentors guide small groups to explore resources and produce a poster. For the second scenario, about embedding skills in seminars, collaborative tasks were designed responding to information literacy skills and new online tutorials were created.
The critical appraisal of the public presentation Of Psyhology: building info...
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.
2) As part of CILASS, the Psychology department implemented a project to critically evaluate how psychology research is presented to the public by having students compare news articles to original research articles.
3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
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.
2) Inquiry-based learning involves student-directed, open-ended inquiry on problems and cases at an appropriately scaled level. It develops capabilities for scholarship and employability.
3) Information literacy is a key theme for CILASS and involves working with partners like the library and information studies department to embed information literacy training and assess competencies using the SCONUL seven pillars model.
CILASS and Information Literacy
CILASS works to develop inquiry-based learning (IBL) at the University of Sheffield through curriculum development projects and learning spaces. IBL approaches involve self-directed student inquiry using techniques like case studies and problem-based learning. Information literacy is key to IBL, equipping students with skills to independently conduct research and develop knowledge. CILASS promotes information literacy through various initiatives like workshops, an information literacy network, and audits to identify how departments can enhance skills development. The goal is to embed information literacy into IBL curriculum design.
Partnership for information literacy development
Poster presented at 'Information Literacy: Recognising the need' event at the University of Staffordshire May 2006
CILASS: Centre for Inquiry-based learning in the Arts and Social Sciences
The Information Literacy Network is an interdisciplinary group at the University of Sheffield created under CILASS to bring together stakeholders in information literacy. It is chaired by Professor Sheila Corrall and coordinated with the Library. Information literacy is key for CILASS and inquiry-based learning curricula. Through projects, it aims to develop information literacy teaching and share resources across disciplines at the University.
Developing Partnerships for Educational Development from a CETL Perspective
Pamela McKinney: presentation at a workshop for the SEDA (Staff and Educational Development Association) conference November 2006.
Net(work) yourself a job? CETL student engagement and employability
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
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This document discusses staff-student partnerships in academic research. It describes a project investigating how students in the arts and social sciences use technology for inquiry-based learning. Students were involved from the initial bid stage and formed a student ambassador network and working groups to engage in the research process. The research aims to understand how students use technology for formal and informal inquiry learning. It also examines issues of power, whose benefit the research serves, and whether students are "good enough" partners in academic research.
Foregrounding inquiry based learning approaches in Foundation Year programmes
A presentation delivered by Willy Kitchen at a Foundation Year Network Workshop: Developing the Independent Learner at Level 0, Manchester Metropolitan University 3rd July 2007
IBL and Skills Development
This slideshow was created by CILASS Student Ambassadors to run a presentation/workshop at Manchester Metropolitan Business School
Inquiry-based learning with Papyri and Manuscripts - Kate Cooper and Jamie Wo...
The document discusses using inquiry-based learning with Greek and Latin papyri and manuscripts. It proposes developing "generative learning objects" (GLOs) that allow students to engage with physical manuscripts and papyri through alternative, inquiry-based methods. Initial findings show that existing GLOs are engaging but limited for open-ended inquiries. However, many low-tech projects in fields like museology, Egyptology and classics successfully use objects to engage students in research. Advice is sought on how GLOs or other methods could be used to work with manuscripts and papyri at the master's level.
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