'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning
out of 12
Post on 05-Dec-2014
DESCRIPTIONLearners in the Co-Creation of Knowledge Symposium, Edinburgh 29th-30th October 2008
- 1. Do you? I dont! Engaging students in research on technologies for inquiry-based learning Sabine Little [email_address] Ryan Jendoubi [email_address] www.shef.ac.uk/cilass LICK, Edinburgh, 30 th October 2008
- 2. Staff-student partnerships??? Please spend 10-15 minutes walking about, looking at the various quotes and chatting to each other about this concept.
- 3. An example of partnership?
- 4. CILASS & the SAN
- HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning
- Student representation from bid stage onwards
- Student Ambassador Network 28 SAs, 60 hours/year, 7/hour, 1 student co-ordinator, 105 hours/year
- 5 Working groups, engagement at departmental and institutional level
- No sabbaticals
- 5. The Networked Learning Study
- 2007/08: students from the departments of Music and Law, in-depth discussions regarding their use of technology for IBL
- Expansion for 2008/09:
- the inclusion of further subject areas, in order to provide a broader picture of technology use for both formal and informal IBL; and
- the involvement of students as partners in the research process.
- Five students from six disciplines:
- School of East Asian Studies
- 6. Meet the team Chloe Music Barbara Law Su Sociology Ryan School of East Asian Studies Phil - CILASS Georgie - History Sabine - CILASS
- 7. Research Questions
- a) How do students in the Arts and Social Sciences use technology for the inquiry process in formal and informal learning situations?
- b) What are the implications of 1a) for the use of technology to support various aspects of IBL, e.g. collaborative inquiry, reflection, information literacy and creativity?
- 2. What do students perceive as an innovative use of learning technologies for inquiry?
- 3. What (if any) are the issues surrounding disciplinarity in the development of teaching and learning resources using technology to support the inquiry process?
- 8. Things we grapple with
- 9. Power?
- 10. Whose benefit?
- 11. Are students good enough?
- 12. Discussion
- What can staff-student partnerships mean in the context of academic research?
- By whom and for whom is knowledge created?
- How can technology help (as an equaliser, communication aid, or...)?
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