This page lists and provides further information and comment on parallel sessions in the Inquiry Spaces strand.
SESSION 1
Parallel session 1 (Wednesday 3pm - 3.50pm) IC Flexispace, Level 4
Paper
Title: Field trips in English Literature learning: reflections from a constructivist perspective
Author: R McKay
Abstract: This paper reflects on my teaching practice in English Literature where I use field-trips to promote inquiry based and collaborative learning; build class cohesiveness, motivation and morale; and enhance students’ awareness of the relation between academic learning and the wider cultural context. In addition to discussing the ways field trips promote the broader inquiry ideals of a humanities education, I will offer some reflections on field-trips as a learning method in light of recent developments in the field of educational theory, particularly in the area of constructivism (see, for example, Steffe and Gale (eds.) (2005)).
Parallel session 1 (Wednesday 3pm - 3.50pm) IC Classroom, Level 4
Paper
Title: Introduction to Second Life for inquiry-based learning
Author: L Parker, S Webber
Abstract: This presentation will briefly introduce the virtual world, Second Life (SL), and indicate its value for Inquiry Based Learning (IBL). The paper describes a CILASS initiative, in which 1st year BSc Information Management students inquired into SL residents' information behaviour and will include feedback from the students and the personal reflections of the course leader and a librarian supporting students in SL. Other educational uses of SL for IBL will also be discussed. Outcomes: to explore the value of using Second Life to deliver IBL; to discuss the practicalities of using Second Life with students.
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) CILASS Collaboratory 2, level 1
Workshop
Title: Inquiry in Second Life: a link with LTEA2008 in Second Life
Authors: L Parker, S Webber
Abstract: The session consists of an interaction between participants in the Sheffield conference and participants in Second Life (SL), the virtual world. Delegates at the SL track of LTEA2008 will lead discussion aiming to illuminate the possibilities for inquiry-based learning in SL. Up to 8 participants who already have SL avatars can join the conversation in both Real Life (RL) and SL (see separate information on LTEA in SL). Other RL delegates will participate via facilitators and the data screen. Participants will also compare their views of IBL, and reflect on the affordances of the RL and SL conference in developing these views.
SESSION 4
Parallel session 4 (Thursday 10.30am - 11.20am) IC Classroom, level 4
Paper
Title: Values and worth: an EBL approach to encountering and constructing collections in real and virtual worlds
Authors: J Tatlock, S Lackey, J Debert
Abstract: A test of ‘Generative Learning Object’ capacity to incorporate EBL. Consideration of the use of HEI teaching strategies to attract and prepare potential students from non-traditional cohorts. To introduce potential students to the reflective learning essential at university level; minority disciplines not encountered in the 14-19 curriculum and the potential cross disciplinary nature of university study. The potential ways that collections can be disseminated and used in real and virtual communities. The possibilities offered by digital capture of objects in real and virtual communities. Templates for enquiry that can be applied to the encountering and constructing of any ‘collection’.
SESSION 6
Parallel session 6 (Thursday 3pm - 3.50pm) IC Flexispace, Level 4
Paper
Title: Better groups, better feedback, richer inquiry? Using wiki technology to improve the learning environment in problem based learning
Authors: F McKie-Bell, V Vinkenoog
Abstract: 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.
SESSION 7
Parallel session 7 (Thursday 4.30pm - 5.20pm) CILASS Collaboratory 2, level 1
Workshop
Title: Field visits as both space and place for inquiry based learning
Author: W Kitchen
Abstract: This workshop explores the potential of field visits to enhance inquiry- based curricula in a variety of academic disciplines and in different spatial contexts. The aim is to share ideas from as wide a range of disciplinary perspectives as possible and to explore the potential of different internal and external places and spaces. Participants will reflect on their present practices and increase awareness of the range of ways in which field visits can promote deeper learning and inquiry amongst students in different subject areas.
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