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Table 7

Page history last edited by Tom Szekeres 13 years, 4 months ago

At our table we had the following delegates:

 

  • Tom Szekeres, University of Sheffield - outgoing CILASS Student Ambassador for French and CILASS Technology Group Member.
  • Anne Goodenough, University of Gloucestershire - Lecturer in Biological Sciences, Incoming CeAL Fellow
  • Robin Graham, Christchurch Polytechnic Institute of Technology - currently a Visitng Fellow at CeAL at University of Gloucstershire
  • Martin Jenkins, University of Gloucestershire - Academic Manager of the Centre for Active Learning (CeAL)
  • Lyn Parker, University of Sheffield - Quality and Development Team Manager, Academic Services Group, University Library
  • Danielle Hinton, University of Birmingham - Learning Design Consultant, School of Education
  • Elisabeth Skinner, University of Gloucestershire - Department of Natural and Social Sciences
  • Alec Patton, University of Sheffield - Drama Teaching Fellow and Exhibit co-curator, British Library

 

1. Visualising Inquiry-based Learning

 

Prompted by an initial exercise that had members draw their response to the statement "For me, IBL conjures up...", we discussed some of the commonalities of the various diagrams and pictures (see below), with the importance of process over result and the utility of failure coming to the fore in the conversation.

 

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ltea conf tablecloths_8213 ltea conf tablecloths_8211 ltea conf tablecloths_8210

 

2. Inquiring about Networked Learning

 

Moving on to a discussion of (Networked) Learning, we used individually created post-it notes as inspiration. The following points and questions arose.

 

  • Assessment - moving from hoop-jumping to meaningful output?

    We discussed what is meant by "meaningful", and how networked learning can help us move beyond jumping through hoops.

     

  • Encouraging use of online module supports to reduce divide between classroom and web.
  • How do people make sure that courses become an integrated whole?
  • Relationship between classroom and elearning / class-based, long distance based

    A thread that connects several of the issues raised was in fact that of disconnection; between physical and virtual learning spaces, between contact time and individual or group study, even between individual parts of a course.

  • Making sure that Inquiry-based learning integrates as one approach among many.

    Some of us felt strongly that while IBL is an important part of teaching and learning, it must be integrated with and complement other approaches.

     

  • What do we want to get from the conference?

    The conference as an opportunity to learn and enquire oneself, a place to find ideas for designing learning activities, and to seek innovative but straightforward ideas of ICT

     

  • IBL/EBL might seem simple enough to many of us, but are there any pitfalls?

    How important is it that students know that IBL is taking place in their class, and how does this approach, perhaps intrinsically risky, challenge traditional forms of assessment.

 

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