This page lists and provides further information and comment on parallel sessions in the Inquiry Literacies strand.
SESSION 1
Parallel session 1 (Wednesday 3pm - 3.50pm) IC Classroom, Level 3
Paper
Title: Inquiry-based learning in psychological research methods
Authors: R Rowe, P McKinney, J Wood
Abstract: This project aimed to engage students in the process of experimental design and analysis at Level One. In groups of 4-5 students worked with a postgraduate tutor to develop a research question in the tutors area of expertise and write it up as a research proposal. In a follow-up session, students worked collaboratively to analyse a simulated dataset that could have been collected if they had conducted the study. They wrote up their analyses during the tutorial and submitted this as an assessed piece of coursework. Student feedback was positive about the enquiry based approach but reported some problems in group-work.
SESSION 2
Parallel session 2 (Wednesday 4.15pm - 5.05pm) IC Flexispace, level 4
Symposium
Title: Intro Week Induction and Inquiry-based Learning: Varying Approaches Symposium (Approaches in Systems Engineering, Mechanical Engineering, and Human Communication Sciences)
Author: L Gray, A Rossiter, J Rowson, M Freeman, M Morley
Abstract: The University of Sheffield has considered strategically the induction process undertaken by departments during Intro Week in order to facilitate the transition to university for new students. The approaches from three departments Human Communication Sciences, Automatic Control and Systems Engineering, Mechanical Engineering will be showcased in the symposium. Two main aims were: (i) welcome students into the department and discipline, (ii) begin the education of students into a new way of learning, specifically independent learning. Topics included: How was intro week organised to meet the aims? Which aspects of good practise might be usefully summarised for other departments?
SESSION 3
Parallel session 3 (Thursday 9.30am - 10.20am) IC Flexispace, Level 4
Paper
Title: “Journals contain facts, unlike the Daily Mail”: implementation of an inquiry-based learning task enabling evaluation of information sources
Authors: M Jones, P McKinney
Abstract: Because of its intrinsic `human interest´ content, psychology is often misrepresented or trivialised within the popular media, this contrast between the media approach and the scholarly approach provided a landscape for student inquiry. Participants will be presented with a novel approach to embedding information literacy within the social science curriculum. They will be given an outline of the difficulties one may encounter in designing IBL to be delivered by a team of associate tutors and be able to engage in a critical discourse on the nature of developing information literacy through inquiry.
SESSION 4
Parallel session 4 (Thursday 10.30am - 11.20am) IC Classroom, level 3
Symposium
Title: Inquiry-based enterprise learning
Authors: J Moore, T Weddell
Abstract: Business in the Curriculum is a HEIF funded initiative run by Enterprise at Sheffield, embedding enterprise skills in the curriculum. The majority of modules have major elements of inquiry-based learning in them. Two significantly differing Business in the Curriculum modules will be discussed, from the Department of Information Studies and the School for English Language, Literature and Linguistics. Although formulated with contrasting methodologies and outcomes there are synergies, and it is exploration of these synergies which will elucidate how model(s) of inquiry based learning can be firmly integrated into Business in the Curriculum, in order to bring the Sheffield Graduate the best possible experience of enterprise learning. Outcomes: ways forward in developing innovative/interactive practice in bringing enterprise skills into the curriculum.
SESSION 5
Parallel session 5 (Thursday 2pm - 2.50pm) IC Classroom, Level 3
Paper
Title: Inspiring and enquiring: can enquiry-based learning develop Students’ confidence for independent working at Level One?
Authors: E Skinner, M Jenkins
Abstract: The quantity of information available in the networked world increases the challenge of enquiry-based learning (EBL) especially if students lack the confidence or skills for working in this way. This paper reviews a case study, focused on town and country planning, of providing scaffolding and support to Level One students in a group work activity to encourage active engagement. It will review students’ reflections to gauge its success in inspiring independent learning. The session will raise awareness of issues affecting the design of EBL activities for students at Level One of an undergraduate course.
These are the collective responses from the plenary discussion, in response to the two questions:
- Share your experiences and ideas on developing students' confidence for enagaging in enquiry-based learning
- ideas for motivating students to take part.
1 - Students not expecting it - to build confidence, understand the students (socialisation), gain trust, wherer are they coming from, what skills already have for engaging? Set task so it is sufficiently stimulating and relevant. Level 1 - focus more on group processes, information searching processes (alying foundations for future use).
2 - Blend EBL with more traditional ways. programme needed to be coherent with a supportive environment from the start. Check skills and competences from the start. Establish confidence in subject specific knowledge (through quizzes) first. Team building exercises to help with group process builds confidence.
3 - Grid for peer assessment to help students work together and motivate - they know group presentation will be rewarded.
4 - Choosing assessment related to their own interests - more confidence building. Authenticity of task = relevance.
Parallel session 5 (Thursday 2pm - 2.50pm) IC Flexispace, Level 4
Paper
Title: “This is rubbish but….” Online writing in English Literature
Author: D van Oostrum
Abstract: Students will frequently start a bulletin board post on the VLE prior to the seminar discussion in manner as quoted in the title: “This is probably rubbish, but…” Fascinatingly, what follows then becomes an astute reading or observation about the text, expressed in a lucid and witty style. In these short weekly assessments, many students shine in an environment of online writing, as opposed to the formal essay or exam writing for other assessments in English literature modules. On the basis of some good old fashioned comparison/contrast, I will show some of the differences in writing produced by students in these formats.
SESSION 9
Parallel session 9 (Friday 10.30am - 11.20am) CILASS Collaboratory 2, level 1
Workshop
Title: Exploring information literacy through inquiry
Author: S Corrall, P McKinney, L Parker
Abstract: This workshop will give participants the opportunity to explore the relationship between inquiry-based learning and information literacy (IL). Participants will reflect on their own IL competencies using the SCONUL ‘Seven Pillars’ model of IL. We will then discuss how IL as defined by the Seven Pillars can support inquiry in student learning in HE. Several CILASS-funded curriculum development projects have featured a strong focus on the development of IL competencies through inquiry. A group exercise will invite participants to design inquiry-based activities to build IL in response to the same scenarios that have prompted the development of CILASS projects.
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