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LTEA2008 Poster Gallery

Page history last edited by Joseph Tame 16 years ago

This page lists and provides further information and comment on the posters submitted by delegates that will be displayed on Level 1 of the Information Commons during the conference.



LTEA Conference Poster - Enquiry Based Learning for Learner Independence

Academic Skills: Embedding Inquiry-Based Learning for Learner Independence


Authors: Danielle Hinton, Matt Bridge, Natasha Macnab, Tom Quarmby


Abstract: For a number of years Academic Skills modules had been delivered to campus-based students in a blended mode. However the designs had not been able to fully engage students in a module that was seen as of little or no relevance to their academic or future careers. Inquiry based learning was used as the basis for a redesign of one such module allowing for the inclusion of authentic and group-based activities. The poster will outline the design, delivery and evaluation of a module and how undergraduate students have been brought to an awareness of the importance of independent learning skills and their value in HE and beyond.





Active Learning in Higher Education- a review of challenges and rewards


Authors: H A Barrett-Mold, M Jenkins


Abstract: Active learning focuses on inquiry in different contexts enabling students to construct theoretical understanding through reflection of practical activities. The successful delivery and assessment of active learning will be dependent on a range of contextual factors. This poster presents initial findings from a review of active or enquiry based learning in geography in 4 higher education institutions in the UK. The areas investigated include whether there is a common understanding of active or enquiry based learning and what challenges and rewards there are for individuals and organisations. The leadership skills required by those delivering the active learning, programme leaders and senior managers are considered.





Casing the Joint: a comparison of case studies initiatives and usability

LTEA Conference Poster: Casing the Joint


Authors: N Wills, B Petrulis, J Wood

Design: T Szekeres


Abstract: This poster addresses the fundamental question: who and what are case studies really good for? Over the past year, two separate case study initiatives have been launched at the University of Sheffield: one an institutional good practice project led by the University’s Learning and Teaching Services (LeTS) and the other aiming to create learning design templates of inquiry-based learning development projects undertaken by CILASS. The poster will present the essential elements of each initiative and describe how they have been used to engage and interact with the inquiring teachers of the University of Sheffield and beyond.


Comments on the poster: Casing the Joint Comments



Digital Alliances for Inquiry-based Learning: new models, new locations, new collaborations


Author: K Moore, P Gledhill


Abstract: The changing landscape of knowledge and information in a Web 2.0 world requires a new strategic and collaborative approach to support our learners in their quest for inquiry. This poster will share our learning from a multi agency collaboration of Faculty staff/support staff and Educational Developers to prepare students for digital inquiry through a peer mentoring scheme. The poster will be interactive and aim to capture the views of visitors on developing and expanding the concept of digital fluency (information literacy, IT confidence, on line interaction skills and critical thinking) in relation to inquiry based learning.



Effective Communication in International Inquiry in Healthcare: Faculty and Student learning. Inquiry Collaboration between the University of Surrey, UK, and the University of Washington, Bothell, US


Authors: C J Leppa, V Vydelingum


Abstract: This poster builds on Communications theory, Business research on virtual teams, and on-line educational literature to focus on the importance of non-verbal communications in developing social connections and trust in effective communications using webcam technology. We review the decision points, barriers, and successes of developing our cross-cultural collaboration in health care inquiry and describe two trial projects: 1) Practice research and development in end-of-life, and 2) Educational research in the use of concept maps in tracking understanding of cultural self-identity



Emerging Communities of Enquiry: overlapping communities of different scales and specificity


Authors: N Powell, K O’Rourke


Abstract: Communities of practice mediate knowledge and learning of a community (Lave and Wenger 2000). Cassidy et al. (2007) identify more specific communities of educational practitioners engaged in enquiry. CEEBL (Centre for Excellence in Enquiry-Based Learning) interacts with several communities of practice. These communities operate at different scales, from national to a specific school and have different levels of specificity, from very general interest in Enquiry-Based Learning (EBL) to a focus on a particular discipline or even being a specific instance of the delivery of EBL. This poster will describe a number of these networks, drawing from participation and observation.





Genesys: teaching in a company


Authors: M Rowe, C D Thomson, A Corbett, M Holcombe


Abstract: The Genesys module has been run at the University of Sheffield’s Department of Computer Science for over 10 years. In this module fourth year students run a company that has its own dedicated premises and computer network that are maintained by the students. Last year the company was spun out of the University and now employs two full time staff, but continues to act as a teaching environment. The learning goal of this project is for the students to learn some of the complexities of running a software development business in a changing world.





Inquiry-based Approaches in Palaeoanthropology: teaching modern humans old tricks


Author: K L Kuykendall


Abstract: Palaeoanthropology is an extremely multidisciplinary discipline. In addition, students enter the discipline from diverse backgrounds, creating additional challenges to constructing an effective curriculum. This poster explores examples drawn from an IBL approach for teaching palaeoanthropology at the University of Sheffield in both undergraduate and taught masters programmes. Student and instructor feedback suggests that IBL techniques facilitate mutual benefits, increased motivation and interest, and a great deal of flexibility in delivery. However, this comes at a cost in terms of time, effort and maintenance for both students and staff.





Raising the profile of Information Literacy at the University of Sheffield


Authors: P. McKinney, S. Corrall, S. Webber, L. Parker, P. Stubley, P. Levy, C. Scott


Abstract: CILASS has initiated a strategic programme which aims to exploit the synergies between collaborative inquiry, information literacy (IL) and networked learning in new and innovative ways. Inquiry based learning (IBL) is a powerful pedagogical strategy for actively challenging and engaging students with disciplinary questions and problems. The development of strong information literacy capabilities is fundamental to the success of IBL. Our IL agenda has been forwarded by a number of initiatives, including support for establishing a multi-professional IL Network led by the Department of Information Studies and the Library. The ILN provides a focal point for discussion and debate on IL within the CILASS community.




The Crossover Project


Authors: C D Thomson, A J Cowling, M Stannett, A Corbett, M Holcombe

Abstract: The crossover project has been run at the University of Sheffield’s Department of Computer Science in various forms for 20 years. In this module first year students work in teams to design and build a software product. There are two learning goals for this project: firstly for the students to put what they learn on a parallel lecture series into practice and secondly for the students to learn to work as a team. The projects are split into several stages, and after each the projects are swapped between teams. This format quickly makes students become aware of the importance of high quality work.






The Software Hut


Authors: J Jeffries, C D Thomson, A Corbett, M Holcombe

Abstract: The software hut has been run at the University of Sheffield’s Department of Computer Science for over 20 years. Second year students build a bespoke software solution for a real client. The learning goal of this project is for the students to learn how to manage a whole project and learn how to acquire new skills independently. The students have a management meeting with a lecturer once a week and some initial lectures, but otherwise work independently in their teams. The projects are challenging giving the students creative freedom but also responsibility for their own learning.





The Software Observatory


Authors: A Corbett, C D Thomson, M Holcombe


Abstract: Three courses that utilise inquiry based learning taught in the department of computer science at the University of Sheffield offer a unique opportunity for research staff to carry out experiments to assess the quality of the software development techniques used. This research work which has been running for the past eight years has also had a strong influence on the teaching techniques and technologies presented to the students. By integrating both research and teaching we have a unique environment where both the educators and students undertake inquiry based learning.







The Wisdom Of Mobs: an IBL Case Study


Author: A Patton

Abstract: The ‘Review-by-mob’ was developed for the module ‘Introduction to the Reception and Analysis of Theatre Performance’. For this class, students go to see five different live performances (usually as a group). The Review-by-mob is created during the week following each performance, as students post 400-word accounts of the event (focusing on one of five categories) on the class’s MOLE site. Students choose a different category for each show, so that by the end of the semester each student has written one post in each category. The journal becomes a unique resource to which all the students can refer.



Using a Custom Course Management Tool in the Classroom

Authors: C D Thomson, A Corbett, M Holcombe


Abstract: Over the past six years we have been developing a tool that helps the students to manage their activities on our inquiry based learning courses to assess the process that they followed. This is essential to us as on our courses as the process is a significant proportion of the final grade, as opposed to the product produced. On all three courses the students work in teams to develop software products. The tool has been developed to help them track their progress, record meetings and decisions, assign tasks and deadlines, and keep timesheets.





LTEA2008 Conference Poster: The Pocket Guide to Web Tools

Web Tools: Network Learning - The Pocket Guide


Author: M Morley

Abstract: Affordability puts technology within the reach of every student. With increasing convergence of functionality, proliferation of open-source software, and boundaries between entertainment and education tools becoming distorted, relatively cheap and small devices (mobile phones/UMPCs) become serious tools for learning. I'll demonstrate (both online and as hard copy) how some now established web2.0 and emerging software could be used innovatively by students for networked learning. Including, from mobile phones:

- automatic images uploading to the web (copy-cam in your pocket),

-live video-streaming (camcorder in your pocket),

-Skype and UMPCs:

-preinstalled links to Google Docs, iGoogle, and Skype.




Whose Job is it Anyway?


Authors: R Graham


Abstract: “All too often teachers take a Level 1 view…’ it’s not my job to explain such basics’. Not so. It is precisely the teacher’s job” (Biggs, 2003, p130). This poster will show how an IBL approach is implemented to embed literacies development into teaching and learning. The models currently employed at Christchurch Polytechnic Institute of Technology (CPIT) will be displayed as a basis for discussion of the complexities and challenges integral to such an approach and the professional alliances that can promote or inhibit the success of the model.




Writing a collaborative book: a novel method of engaging students in learning through literature


Author: A E Goodenough


Abstract: Students have access to more research than ever before, yet making good use of this material demands synthesis, analysis, and the ability to make coherent linkages between separate studies. To promote acquisition of these skills, it is planned to combine a series of student case studies to form a publishable book edited by academic staff. Students will work with academics to develop and hone reviews submitted as coursework to publication quality, acquiring new subject- specific and transferable skills in so doing, and gaining valuable CV material. The resultant book of “Case Studies in Conservation” will be of mutual benefit to students and researchers.


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