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Title: Assisting students to participate in Inquiry Based Learning
Authors: A Masson, Á MacNeill, C Murphy
Abstract: This workshop will provide a hands-on introduction to the Hybrid Learning Model, an interactional based model that encapsulates teaching and learning and articulates practice in plain English. The demonstration will explore the model’s suitability to influence learner centred practice and in assisting students to adapt to new learning situations. Participants will use the model with their own examples of practice to clarify typical roles, expectations and process involved in Inquiry based Learning from the learner and teacher perspective.
Title: OK Bloggs, just watch the blackboard while I run through it: what has elearning got to do with EBL?
Author: I Moore, M Bramhall, C Craig, P Long
Abstract: You will participate in, and contribute to, an activity designed to enhance your capacity to apply network technologies in EBL. The presentation team will outline a range of EBL experiences which have exploited different methods of harnessing network technologies. These examples will be taken from Business and Management; Occupational Therapy; Materials Engineering and Computer Science. You will then work in small groups to analyse the benefits of various approaches to networked inquiry before engaging in an activity which will enable you to use your problem-solving skills in resolving issues around the integration of EBL with networked learning.
Title:Use of Online Quizzes to Support Inquiry-based Learning in Chemical Engineering
Authors: D Rossiter, C Biggs, R Petrulis
Abstract: Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
Abstract:theatre two point oh # (ttpo#) is a unique, student-led CILASS funded IBL project - an interdisciplinary and collaborative theatre initiative aiming to enhance understanding of this medium, especially with respect to performance, and at the same time utilises theatre as a tool for promoting inquiry and sharing ideas, practice and knowledge. As the name of the project suggests, the use of “Web 2.0” technology and social networking tools were integral to the inquiry line of this project. The session will be experiential, allowing participants to sample some of research methods that ttpo# has executed.
Title:The value of intellectual property in practice. LAMS – an evaluative case study
Authors: R Cooper, Z Ollerenshaw
Abstract: This paper will consider and evaluate the use of the e-learning tool, LAMS (Learning Activity Management System) in the teaching of Commercial Law on the Legal Practice Course at the University of Sheffield. The presenters will seek to share their experience of using LAMS and, using evaluation data, will reflect on the effectiveness of LAMS as a teaching and learning tool for inquiry-based learning.
Title:Managing Inquiry-based Learning: learning from experience
Authors: C.D. Thomson, A. Corbett, M. Holcombe
Abstract: We have taught a suite of inquiry-based learning modules for the past 20 years. Two problems that have occurred frequently are that the students can be poor at organising their schedules and setting deadlines, whilst at the same time we have moved towards marking schemes which are focused on process applied rather than product produced. These two factors have mandated that the students need to provide evidence that they are planning and following the process that has been set. To support this we have introduced a suite of custom support software
Title:The use of learning technologies to support problem-based learning
Authors: L. Robinson, A Tootell, S Mackay, P Hogg
Abstract:
Paper 1. The context was an undergraduate radiography programme which is delivered using Problem Based Learning using the Maastricht 7-jump model. Following presentation of each weekly trigger students engage in group discussion and identification of learning objectives (stages 1-5). Students are then expected to undertake individual study to satisfy the objectives (stage 6) and finally feedback in a group discussion one week later (stage 7). This paper will describe how wiki technology was piloted for use during stages 6 and 7 of one of the triggers and present an evaluation from the perspective of students and facilitators. Discussion will centre on how PBL processes and pedagogical issues compared between this and our conventional approach.
Paper 2: Video-conferencing has been used to enable UK degree students on ERASMUS exchanges in Oulu, Finland to continue with their taught programme whilst away from the UK. It also enables students in one health related discipline, Diagnostic Radiography, to be involved in exploring the differences and similarities in the professional practice from a different European country. This paper will provide some insight into use of this technology by offering the perspectives of the PBL facilitator and students engaging with problem based learning and those managing the process. It will include some suggestions for maximising the benefits that this technology can bring to the learning experience.
Anticipated Outcomes: Identify how wikis might be used to support collaborative distance- learning Consider the possibilities of group-edited documents for structuring feedback Discuss how students can be encouraged to assess and edit the work of their peers Identify the value of video conferencing can bring to PBL in the context of internationalisation
Title:Inquiry Based Learning in Computer Science - a natural approach to learning
Authors: M Brayshaw , N Gordon
Abstract: We consider the skills required in the Information Age, and how these naturally support and are implicit to inquiry-based learning. We address some of the dangers and pitfalls to this networked world approach, as well as considering how this approach and the relevant technologies can support other learning styles, such as collaborative learning. Anticipated outcomes are an understanding of the impact of technology on learning styles – in particular for computer science students. Participants will also be made aware of some of the newer technologies – in particular Web 2.0 – and the types of opportunities they offer in higher education.
Title:Inquiry in the Web 2.0 environment: tools for students for ‘design for learning’?
Author: P Levy
Abstract: This paper develops the argument that students need opportunities to become designers or co-designers of their own processes of inquiry. With reference to current research and issues in design for learning and Web 2.0, it suggests that there may be value in developing new digital tools to enable students to take the lead in designing inquiry processes and in using design representations as resources for reflection and sharing with other students. Participants will have an opportunity to exchange perspectives and ideas on design for inquiry-based learning, and to respond to the view put forward in the paper.
Title:The big tin-foil hat and a silent movie: technology and enquiry approaches, the teacher and student perspective
Author: C McGourlay
Abstract: Understanding Law 2 is a new module introduced in the second semester of 06/07 in the School of Law at the University of Sheffield. The module is compulsory for first year law students, and aims to build on knowledge and skills students will have acquired in the first semester. One of the core objectives of the module is to educate students in identifying, locating and utilising legal information that is relevant for a particular legal problem. CILASS funding enabled the team to devise an electronic manual and accompanying e-workbook that requires students to apply legal rules to fictional scenarios. These sorts of exercises are ideal for fostering a culture of open-ended learning, and, as a teaching tool. The manual places students at the centre of the learning process and empowers them to take charge of their own learning. In addition to this we set the students a task of producing a presentation in any format to be showcased at the “Celebration of Learning”. This was a huge success and we were working with over 40 groups. This paper will address what worked and what didn’t and how we can learn from this experience for future projects.
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