At our table we had delegates from the Universities of Gloucestershire, Birmingham, Sheffield and New Zealand - see the comments for introductions from each member from the table.

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, with the importance of process over result and the utility of failure coming to the fore in the conversation.

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.