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Slide 1: New spaces and partnerships for inquiry-based learning Laura Jenkins, Dr Philippa Levy, Emmy Plaschy, Dr Jamie Wood Centre for Inquiry-based Learning in the Arts and Social Sciences www.shef.ac.uk/cilass Learning Landscape Conference, University of Lincoln, 14th December 2007
Slide 2: 2 Overview • Inquiry-based learning • Inquiry spaces • Student partnership
Slide 3: Inquiry • The core of inquiry is the QUESTION - a process of discovery Inquiry-based learning – student-led exploration, investigation, research • Case- and problem-based learning • Experiential learning, fieldwork • Research projects Often, more directed inquiry approaches at lower levels, leading to more open-ended, freer approaches at higher levels 3 • •
Slide 4: 4 Why inquiry-based learning (IBL)? • Active and deep engagement • Experiencing ‘supercomplexity’ and understanding how knowledge is created • Social participation, employment, lifelong learning • Strengthening the researchteaching nexus • A strategic focus for University of Sheffield “Modelling the process of research in the student learning experience”
Slide 5: 5 Inquiring learners • Owning and directing their experience • Producing and co-creating generating, repurposing and sharing knowledge • Collaborating and social networking • Researching, teaching, facilitating • Socialising
Slide 6: 6 Inquiry spaces • • • • • • Accessible Flexible Social Information-rich Technology-rich Seamlessly interfacing between virtual and physical spaces/resources
Slide 7: 7 Sheila Webber, Department of Information Studies, UoS
Slide 8: 8 The Information Commons “more than a library, more than an IT space, more than a study centre” Social learning spaces, connecting and integrating digital and physical spaces in new ways
Slide 9: 9 UoS Information Commons • 1,300+ study spaces, 500+ PCs, 100,000 books, 50 Internet kiosks • Diverse study spaces, wireless enabled • Silent spaces: PC room; no PC/laptop space; laptops-only space • 10 bookable group rooms • Flexispace • Diverse table formats, incl. large group tables with wide screen PCs • Soft seating with power points for laptops • 2 ICT-enabled classrooms • Café • CILASS spaces and collaboratories
Slide 10: 10 “I get books out, Facebook, chat to people, you know, chill out a bit, have a coffee. Yeah, write some good essays, that sort of thing, really” • • • • • • • • • • • Colour Views Space • Quiet Relaxed Approachable Modern Cosy Computers • Resources “Better than the library… it’s not completely silent, which I get a bit intimidated by, really” “You can sit down and make yourself at home, you know? – you’ve got a lot of table space and you can lay yourself out without worrying about disturbing other people as much” “We like the Information Commons because we can sit in a group and do our work freely without any restrictions”
Slide 11: 11 CILASS inquiry collaboratories • 3 ‘collaboratories’ (48, 40 and 24 students) • 1 with fixed collaborative workstations (large screens) • 2 with flexible tables/chairs and laptops • • • • • Soft spaces 5 breakout/group rooms (6-8 students) Wireless networking Cluster connectivity between computers and plasma screens Interactive whiteboards, sound and video-recording, Access Grid Node videoconferencing • ‘Huddleboards’ and copycams; flipcharts; write-on wall surfaces • Mobile technologies, including digital cameras, camcorders, PDAs, personal response system • Seamless access to resources of wider IC
Slide 12: 12 What students say • “CILASS rules! What an environment!” • “CILASS room fantastic - technology here was really great, made it far more interesting than other seminars” • “Learning has finally come into the 21st century! The new technology has opened my eyes to exciting new ways to examine literary texts”
Slide 13: 13 What staff say • “The perfect opportunity to get students working with research materials” • “Inviting, technologically advanced and perfect for group-work” • “Stimulates new ideas for teaching and pedagogy” • “I wish facilities like the collaboratories were more widely available throughout the University”
Slide 14: 14 • Developing new pedagogies and creating new spaces • Focused on learning and teaching • Cross-professional and stakeholder partnership • Student involvement
Slide 15: 15 Student Partnership Joint coordination • Student Coordinator • Staff Coordinator Staff Coordinator - facilitative role: • interactions between SAN and core CILASS team • liaison with SAN coordinator • interactions with project leaders • arranging training • booking rooms • arranging meetings • agreeing tasks, chasing
Slide 16: 16 Organisation of the SAN 1. Core activities • Website 2. Working groups • Film • Staff-student symposium • Developing SAN individually and collectively • Evaluation • Technology • Information-materials • Journal 3. Departments • Work with academic champions • Engagement with IBL projects • Spreading the word 4. Challenges • General - departmental role • Personal - keeping track
Slide 17: 17 Work of the SAN Staffstudent Symposium Journal Group CILASS Student Journal Information Materials Group Evaluation Group Working with departments on planning and evaluation Film Group Student Ambassador Network Film on student perceptions of IBL Creation of Student- Technology/ centred User Support Materials/Guides Group
Slide 18: Student Blog ‘Best undergraduate blog’ - Edublog Awards 2006
Slide 19: 19 The CILASS Student Journal Disseminating student inquiry and research
Slide 20: 20
Slide 21: 21 Conclusion • A strategic perspective • An integrated perspective on pedagogy, space and technology • A partnership project dependent on crossdisciplinary and professional participation – student partnership at the heart • A work in progress – we’re learning as we go along • Underpinned by evaluation and research
Slide 22: 22 http://www.jisc.ac.uk/eli _learningspaces.html Short JISC video on ‘designing technology-rich learning spaces, CILASS collaboratory’