second life and inquiry based learning
DESCRIPTION
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.TRANSCRIPT
© Sheila Webber / Sheila Yoshikawa & the University of Sheffield, Department of Information Studies: the iSchool
June 2010. Photos by Sheila WebberSecond Life is a trademark of Linden Labs
Second Life and
Inquiry Based LearningSheila Webber
The learning
environmentsThe learning & teaching
context
The IBL framework
Second Life
MO
LE
Fac
e to
Fac
e
The intervention
Compulsory activities in a core level 1
module: BSc Information Management
(25-35 students each year; 2007/8-2009/10)
“Curriculum design should have
a greater focus on the
interactive dimensions of
learning and the social
experience of students, for
example working in small
groups and more enquiry-based
and project work. It should also
provide a more challenging
learning experience to
encourage greater engagement
and the development of
independent learning and high-
level critical skills.” Whittaker,
2008: 8.
By the end of the module students will have learnt:
• to analyse their own information behaviour and start to identify ways in
which they can become more information literate
• to understand some key information literacy models and theories
• to plan a strategy for seeking information and search for information in
specific information sources
• to apply an evaluation framework to information resources
• to interact with others to explore their information behaviour and needs
• to communicate more effectively orally and in writing
Assessment: Analysis of & reflection on research interviews in Second
Life; E-portfolio on their progress in relation to the SCONUL 7 Pillars of
Information Literacy
Inf104: Information literacy
Students as research
assistants[6:35] Interviewer: did you acquire any information by bumping into it: coming across it when you weren't specifically looking for information on this topic?
[6:35] Interviewee D: I had seen cubes offering land for sale
[6:36] Interviewee D: I knew a bit from just being in SL and knowing the environment
[6:36] Interviewee D: I'd clicked on a few rental posters and boxes
[6:36] Interviewer: and can you say something about how you felt when you had bumped into the information?
Student
avatars in the
3D world, SL
References
Webber, S. (2010) Investigating modes of student Inquiry in Second Life as part of a
blended approach. International journal of personal and virtual learning environments, 1 (3).
(in press)
Whittaker, R. (2008) Quality Enhancement Themes: The First Year Experience: Transition to
and during the first year. Glasgow: QAA Scotland
Inf104
Information
Literacy class
IBL framework applied to SL
Problem set by Inf104 tutor,
knowledge base explored
outside SL, presented within SL
Research question
set by Inf104 tutor,
primary data
gathered by
students within SL
Conclusion“taking a blended
approach made it easier
to engage students with
all quarters of the IBL
matrix …WebCT
(„information responsive‟)
and SL („discovery
active/responsive‟) were
complementary in this
respect, while face to
face work enabled
various modes of IBL,
and prepared students
for online work.”
Webber, 2010