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Inquiry cultures

Page history last edited by Joseph Tame 15 years, 8 months ago

This page lists and provides further information and comment on parallel sessions in the Inquiry Cultures strand.

 

Parallel session 1 (Wednesday 3pm - 3.50pm) CILASS Collaboratory 1, Level 1

Paper

 

Title: Learning by design: constructing knowledge through design inquiry around educational game development

 

Authors: A Middleton, R Mather, S Diamond

 

Abstract: A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning

 


 

Parallel session 2 (Wednesday 4.15pm - 5.05pm) IC Classroom, level 4

Paper

 

Title: Enquiry-based learning for fostering cross cultural awareness in Literary Studies

 

Author: B Hutchings

 

Abstract: This paper will address the question of how Enquiry-Based Learning methods can encourage students to engage with the cross-cultural elements of a literary movement. The idea of re-writing texts (e.g. converting a text from one genre to another, such as prose fiction into drama) is an established method of encouraging students to engage with generic and other literary issues. The scenario we shall examine aims to open up some of the formal, lexical and thematic aspects of Symbolist poetry by engaging students of English Literature in the task of translating (or failing to translate) into English an influential French poem from the beginnings of what came to be known as Symbolism. Would students be able to overcome their ignorance of and/or reluctance to address foreign poetry and/or the French language? Would the method convince students of English Literature that literary movements have an international, European dimension that can enrich their understanding? Would the exercise be useful for students of French literature? Will we manage to construct a meaningful translation? What will we find out about Symbolist poetry?
 

 

Parallel session 2 (Wednesday 4.15pm - 5.05pm) CILASS Collaboratory 1, Level 1

Paper

 

Title: Student and lecturers’ experiences of introducing a hybrid IBL approach to teaching Organisation Studies in a business school

 

Authors: M Page, C Jarvis, H Gaggiotti, with E Attwell, M Lukaj, L McCann, S Hayward, L Hindson

 

Abstract: In this paper module leaders and students reflect on their experiences of hybrid IBL as an approach to learning and teaching in the context of three organisation studies modules in a Business School. In each module tutors and staff are evolving an approach to learning, teaching and assessment that is distinctive, through iterative processes of engagement with student feedback and experience. Our focus will be on the lived experience of staff / student engagement, and the narratives that tutors and students evolve for making sense of their experience and for supporting and sustaining their learning.
 

 


 

Parallel session 2 (Wednesday 4.15pm - 5.05pm) IC Classroom, Level 3

Symposium

 

Title: Towards an ethics of inquiry based learning

 

Authors: Y Farooq, B Stone

 

Abstract: In this symposium we will first describe our collaboration across disciplines to facilitate a first-year IBL course for social work students, which required them to engage with and research the lives of a diverse range of service-users and carers, then to present their findings using a variety of media and formats including video and performance. Using insights gained from this experience and others, and from a diverse range of cultural theory, we will propose a theoretical framework in which to understand a broad ‘ethics’ of IBL. We will suggest some links between the practises of inquiry-based learning and an ethical mode of being in the world.

 

 


 

Parallel session 3 (Thursday 9.30am - 10.20am) IC Classroom, Level 4

Workshop

 

Title: Bad faith in the inquiry-based learning classroom: or, Sartean moments relived and shared

 

Authors: R Steadman-Jones

 

Abstract: Once in a while, as I wander round the IBL classroom I catch a glimpse of myself as another person might see me. And it isn’t always a positive experience. I look like an actor in a schmaltzy movie about an ‘inspiring’ teacher – playing the role of the innovative, and, dare I say it, inspiring educationalist. The phrase that comes to mind is the Sartrean one of ‘bad faith’, a state in which we fail to engage honestly with the reality of our circumstances or the possibility of change. In a breath-taking act of hypocrisy, in this session I intend to use some ‘innovative’ (and, I hope, entertaining) approaches to telling the story of Sartre’s manifestation in my classroom and what I learned from it. My aims are to share the way in which the notion of bad faith has helped me to question whether my actions in the classroom really are an attempt to face reality and change it, and to invite participants to join me in discussion and reflection on this theme.

 


 

Parallel session 3 (Thursday 9.30am - 10.20am) CILASS Collaboratory 1, Level 1

Workshop

 

Title: Collaborative Networks that Facilitate Inquiry

 

Authors: P Taylor, C Hanley, T Williamson, S Spencer, D Wilding, C Gibson, A Cartwright

 

Abstract: The core aim of the Reinvention Centre for Undergraduate Research is to ‘reinvent’ the undergraduate curriculum through the promotion of research-based learning. In so doing, the Reinvention Centre is attempting to re-create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars and collaborators in the common pursuit of knowledge. The Reinvention Centre is grounded conceptually and practically in the work of Ernest Boyer (1990) and the Boyer Commission’s ‘Reinventing Undergraduate Education’ (1999), from which the name of the Centre is taken. Through a critical engagement with Boyer’s work the Reinvention Centre has developed its own concepts that are having an impact across the sector, for example ‘Student as Producer’, ‘Creative Environments for Learning’ and ‘Teaching for Complexity’.

We are exploring a number of models for integration of research based learning into the undergraduate experience, intra- vs extra-curricular and staff-led, student-led and collaborative modes. Our belief is that collaborative research networks within curricula provide the most rewarding opportunities, since:

• extracurricular research, while immensely valuable as an experience, is only likely to be available to a small percentage of the huge numbers of students in HE;

• staff-led interventions, such as course or module redesign, though reaching large numbers of students, are likely to be constrained by a certain amount of tradition;

• student-led initiatives, while likely to break out of paradigms, risk being undertheorised.

In this session students and staff from the Reinvention Centre will briefly present their research and comment of the barriers to collaboration, if any, that they are encountering. We shall then invite participants to discuss with us the hypothesis presented here with the aim of identifying ways of overcoming the obstacles to the formation of effective collaborative networks that facilitate inquiry.

 


 

Parallel session 4 (Thursday 10.30am - 11.20am) IC Flexispace, level 4

Workshop

 

Title: Developing emotional competency for learning through diversity and controversy

 

Authors: K Stuerzenhofecker

 

Abstract: This workshop addresses the issue of students' emotional competency necessary for peer and enquiry-based learning in Higher Education. It allows participants to explore destructive classroom interactions from the tutor and student perspectives through role play and discussion. A range of pedagogical interventions to guide students' attitudes to diversity and controversy are put to the test by participants in small groups. The aim of the workshop is to give participants experience of constructive approaches to touchy classroom situations for their own practice. It also allows participants to put the issue in the wider context of active global citizenship.

 

POSTERS from the session:

 

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Parallel session 4 (Thursday 10.30am - 11.20am)CILASS Collaboratory 1, Level 1

 

Paper

 

Title: The Student as Researcher – Action for Improvement in the Workplace

 

Authors: S Powell, R Millwood, I Tindall

 

Abstract: This paper discusses an approach to inquiry-based learning employing the concept of student as ‘action researcher’ to identify an issue or an opportunity in their work-context that they can improve. The viability of this approach is evaluated in relation to the Ultraversity project that the authors ran from 2003-2006. A model of work-focused learning was developed through a fully online, three-year duration, undergraduate degree. The authors of this paper hope to show how learners as researchers can support each other through online communities of inquiry to construct inquiries that make an improvement in their work-practices and workplace.

 


 

 

Parallel session 5 (Thursday 2pm - 2.50pm) CILASS Collaboratory 2, Level 1

 

Paper

 

Title: Four days in May: the election project

 

Authors: B Carmichael, D Holmes, M Kinsey

 

Abstract: For four days in early May 2008, 78 postgraduate journalism students and eight postgraduate students of political communication in the Department of Journalism Studies tore up the timetable and became a newsgathering operation covering the local elections in England and Wales. They produced two newspapers, a live website, 28 radio news bulletins, four television news programmes and a one hour radio programme in real time to real deadlines. They worked as the professionals would, covering and analysing the issues and the results. This session will explain how the project was conceived and managed and show some of its products. It will highlight creative pedagogic practice, explore some of the challenges of inquiry based learning and discuss where the boundaries between tutor input and student initiative in open-ended projects is best placed.

 


 

 

Parallel session 5 (Thursday 2pm - 2.50pm) CILASS Collaboratory 1, Level 1

 

Paper

 

Title: What are we evaluating? Reflections on self-reflections

 

Authors: C Gummesson, E Nordmark

 

Abstract: Aim: To study the use of self-reflection during one course.

Material and Methods: Thirty-two students participated. Data were collected from eight occasions containing self-directed inquiry supported assignments. A mandatory part of each assignment was to document self-reflections.

Analysis design: Thematic, manifest and summative content analysis.

Results: Awareness and reflections were mainly related to effort related and cognitive activities but also goal oriented strategies.

Conclusions: Using self-reflection can add an important dimension to inquiry based learning processes for the students as well as the teachers.

 


 

 

Parallel session 6 (Thursday 3pm - 3.50pm) CILASS Collaboratory 1, Level 1

 

Paper

 

Title: Cultural Academy: a new approach to learning

 

Authors: N. Jackson, V. Vydelingum, N. Hutnik

 

Abstract: Cultural diversity is a fact of life, especially at the University of Surrey where over 30% of our students originate from over 130 different countries. The concept of a ‘Cultural Academy’ was born from a concern and a belief that we could do more to learn from our cultural diversity. Cultural Academy is not part of the formal curriculum but a process, founded on the idea of appreciative enquiry that requires voluntary participation from both students and staff. Through a series of workshops, planning meetings and a student-led conference extending over five months, participants (students, facilitators and mentors) shared their experiences and understandings of culture and its influences on their lives. Infrastructures to support learning included an on-line social networking space to encourage conversation and the recording and sharing of experience , a mentoring scheme to support and encourage learning and to validate learning, a new learning through experience award to value and recognise the learning, a wiki to support the production and accumulation of knowledge gained through enquiry. Various pedagogic processes within the learning process will be explored at the presentation.

 

 


 

 

Parallel session 6 (Thursday 3pm - 3.50pm) CILASS Collaboratory 2, Level 1

 

Workshop

 

Title: Journeys of exploration: structuring and supporting collections- based research at the museum of English Rural Life, University of Reading

 

Author: R Smith

 

Abstract: This workshop aims to explore the potential of museums and collections as spaces for enquiry. The title is a quote from a student regarding his experiences in collections based research. It reflects a learning programme which facilitates student engagement with a range of different collections, spaces, technologies and professionals – in essence a programme which facilitates student engagement with collections –based research. The workshop leader will introduce her strategy and experiences in establishing five enquiry-based learning modules as part of a CETL-AURS project and participants will be asked to discuss how this type of learning could be designed and facilitated in their own institutions. 

 


 

 

Parallel session 7 (Thursday 4.30pm - 5.20pm) IC Classroom, level 4

 

Paper

 

Title: Collaborative Learning in a Mentoring Module

 

Authors: L Jenkins, P Shaw

 

Abstract: This paper examines the creation of communities of learning within a pair of interconnected modules involving mentoring of level 1 students by level 3 students. We argue that a fundamental element of this approach is the development of social networks, and consider the ways in which the modules fostered a collaborative approach to learning among a community of students and staff. We will address a number of strengths of the approach, as well as considering some of the problems encountered. Outcomes: reflection on the social dynamics of university learning, and problematisation of the boundary between tutor and student.

 


 

 

Parallel session 7 (Thursday 4.30pm - 5.20pm) IC Flexispace, level 4

 

Paper

 

Title: Experience and evaluation of developing and running an inquiry- based learning based module in international health policy

 

Authors: G Jones, S Barnes, J Owen

 

Abstract: The aim of this module was to create exciting, motivating and challenging learning processes for Masters in Public Health students that enabled them to draw deeply on the rich diversity of knowledge and experiences in the student body (35 students from 17 different nationalities). It was an important step in helping strengthen the department’s international focus, and in helping create social and intellectual ties amongst the student cohort. Student evaluation was largely positive, and the lessons learned will be used to review the potential for IBL approaches in the whole MPH curriculum. 


 

 

Parallel session 8 (Friday 9.30am - 10.20am) IC Flexispace, level 4

 

Paper

 

Title: Emancipation or instrumentality? The effects of professionals’ engagement with students’ reflective, enquiry-based learning in written learning journals on an Initial Teacher Education programme

 

Author: S Hoult

 

Abstract: Evidence suggests that supervisors’ engagements with the journals are fraught with tensions. The demands made by students’ practice cause privilege to be given to practice knowledge by students and supervisors alike. Implicit theories of assessment also seem to act as barriers to deeper enquiry.

A technical-reductionist culture is evident in the target-driven responses of most supervisors, however, where they are prepared to look beyond settled certainties the learning journal is a site of emancipation for professional and academic learning.

Anticipated Outcomes:

1. Understanding of the use of learning journals and their role in stimulating enquiry.

2. Appreciation of wider cultural factors that influence written engagement with learning journals.

 


 

 

Parallel session 8 (Friday 9.30am - 10.20am) CILASS Collaboratory 1, level 1

 

Paper

 

Title: Inquiry-based learning: are the parts greater than the whole?

 

Authors: M Burton, J Cleak, C Fegan, C Craig, C Walker, A Bedson

 

Abstract: The paper considers the strengths and limitations of two different approaches to inquiry-based learning. The paper will consider the student and educator perspective and will address some of the practical and pedagogical issues that have emerged. The presenters will explore a range of very different stimuli used within the two programmes along with examples of learning strategies and group processes used. The presentation is based on a series of evaluations and observations that have informed programme development. Aims: to explore pedagogies and practicalities of delivering IBL; to reflect on opportunities for staff and students; to consider benefits and drawbacks.

 


 

 

Parallel session 8 (Friday 9.30am - 10.20am) CILASS Collaboratory 2, level 1

 

Workshop

 

Title: Skills without frills: presenters not included

 

Authors: L Jenkins, L Goldring, J Wood, S Little

 

Abstract: This workshop explores how two CETLs have placed student networks at the centre of their approaches to facilitating inquiry-based educational development. The workshop will focus upon what the students engaged in those networks feel they have gained from this. We will ask staff participants to consider the applicability of the collaborative inquiry approaches taken by the students to (a) their own practice in the classroom and as educational developers and (b) their interactions with students. Participants will gain an understanding of students’ engagement in educational change at two CETLs; gain knowledge of how student involvement has developed on a broader scale across the CETL network; relate this to IBL; engage in dialogue with each other and students; develop ideas about how these findings might be more broadly applicable in academic as well as educational development contexts.

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Parallel session 9 (Friday 10.30am - 11.20am) IC Flexispace, level 4

 

Workshop

 

Title: Networks and Networking

 

Author: D Jacques

 

Abstract: Though the academic world may have a reputation for individuality and an aversion to teamwork, it is replete with networks: in and across subjects, through research, across continents, and through a multitude of alliances and interests. Yet the potential of networks for informal learning and sharing resources is often underestimated. In this workshop we shall look with a wry glance or two at some of the personal inhibitions and perceived social barriers that limit our full use of networks. Participants (you!) may expect to gain insight into, and personal challenges on, your own assumptions and actions in networking. Oh, and there’s a brief self assessment…

 


 

 

Parallel session 9 (Friday 10.30am - 11.20am)CILASS Collaboratory 1, level 1

 

Workshop

 

Title: The Basics of Inquiry-based Learning

 

Author: G Allan

 

Abstract: The aim of this interactive workshop is to describe and discuss the basic processes of inquiry-based learning. We will look at what we expect students to do when they make inquiries, how we can generate enthusiasm to make inquiries, what we expect them to bring back from inquiries and what we can do with all this to turn it into learning.

 


 

 

Parallel session 9 (Friday 10.30am - 11.20am) IC Classroom, level 3

 

Symposium

 

Title: The elephant in the room: concepts and cultural issues raised by inquiry-based learning

 

Authors: M Kinsey, M Freeman, B Petrulis

 

Abstract: One of the functions of the centres for inquiry-based learning is to stimulate debate about, and development of, new conceptions of the relationships between learning, teaching and research. In this symposium, we begin by reflecting on the ways that the establishment and activity of one CETL has impacted on the academic community in a university which has traditionally emphasised ‘research-led teaching’. We argue that, in order to bring about meaningful and lasting change in our culture, we must first establish more meaningful dialogue, so that we can develop shared and explicit understandings of the nature of ‘research-led’ and ‘research-informed’ teaching and learning. The key issue to be addressed in this session is therefore the implications of the different interpretations and values afforded by the academic community to research, and the relationship of these to learning and teaching.

 

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