Keynote Presentation delivered by Dr Philippa Levy at the 2008 BBSLG Conference, hosted by Leeds University and Leeds Metropolitan University, 9-11 July
New Learning Spaces for New Modes of Learning and Teaching
1. Ne Le rningSp c sfo Ne
w a ae r w
Mo e o Le rninga
ds f a nd
Te c
a hing
BBSLG Annual Conference
Leeds, 10th July 2008
Philippa Levy
w w
w .shef.,ac.uk/cilass
2. ⢠Inquiry-based learning 2
⢠Web 2.0
⢠Information Com ons
m
Ove w
rvie and inquiry
collaboratories
⢠Learning partnerships
3. 3
Inquiry
⢠The core of inquiry is the
QUESTION âgenerating a
process of discovery
⢠â action of s e e king , especially
The
(nowalw ays) for truth, know ledge
or inform ation concerning
som ething; search, research,
investigation, exam inationâ(OED)
⢠Student-led exploration,
investigation, research
⢠Cas e - and pro ble m -bas e d
le arning
⢠Expe rie ntial le arning
⢠Re s e arc h pro je c ts â
Inner Biologyâ the inquiry m
â ethod of teaching biology
staff.washington.edu/jshaver/innerbiology/
4. 4
IBL invo s
lve
⢠Students and/or tutors establishing
question/problem etc
⢠Students pursuing lines of inquiry
(often in groups)
⢠Draw on existing know
ing ledge
⢠Identifying newlearning and
inform ation needs
⢠Seeking inform ation, evidence,
e.g. interacting w (digital)
ith
resources, datasets, archives
⢠Discussing, receiving feedback,
synthesising inform ation,
constructing know ledge
⢠Analysing and com unicating
m
ideas and results
⢠W orking w staff as partners,
ith
participating in and contributing to
a research com unity
m
5. 5
Inq uiring W b2
, e .0
le rne
a rs
⢠Ow ning and directing their
experience
⢠Participating, collaborating,
social netw orking
⢠Producing and co-creating -
generating, repurposing and
sharing content
⢠Accessing m ultiple sources
⢠Using a w variety of tools
ide
and environm ents
⢠Creating personal learning
netw orks and environm ents
⢠Learning 2.0: â passion-based
learningâ (John Seely Brow n,
2008) Source: www.deitel.com
6. 6
W inq
hy uiry-b s dle rning(IBL)?
ae a
⢠Active and deep engagem ent
w m
ith essy, authentic
questions and problem s
⢠Experiencing â supercom plexityâ
and understanding how
know ledge is created
⢠Social participation,
em ploym ent, lifelong learning
⢠Strengthening the research-
teaching nexus in universities
⢠A strategic focus for University
of Sheffield
7. 7
An inte ra dvis n o HE
g te io f
â purpose of teaching [⌠] becom to induct
The es
students into various form of inquiry so that individuals
s
are able to live in a complex, uncertain w orld where
know howto inquire is key to survival. W are looking
ing e
towards a higher education w here inquiry can becom e
centre stage for both academ and studentsâ
ics (Brew,
2006)
â pedagogy of joint discoveryâ
A (Barnett, 2007: 159)
8. 8
⢠â hat I liked about [IBL] w that I got to do - I m
W as ean I
w freer in a w
as ay. [...] I built m ow argum
y n ents, and
that w really, really good for m I re ally e njo ye d
as e.
that, be c aus e it was fre e [...] I donâthink you can do
t
that to the sam extent in an essay because that m
e ode
often is a set question that you have to have âof course
you can say if you agree or not agree to w it states,
hat
but the question is often based on certain concepts or
certain theories, w hile in this [inquiry ] pro je c t we
c o uld c ho o s e o ur appo ro ac h by o urs e lve s . That was
re ally g o o dâ.
⢠âthink doing som
I ething that, this is your project, do w hat
you w w it, itâs s c ary but [âŚ] itâs my , my thing
ant ith
[âŚ] I fe e l like a g ro wn -up pe rs o n, going into [the
research field], I like being able to do your ow thingâ
n .
âDiscoveryâ inquiry projects
10. 10
CILASS IBL fra e o
m w rk
⢠Co llabo rative inquiry and
inquiry c o mmunitie s
⢠Info rmatio n lite rac y
developm ent
⢠Ne two rke d learning
⢠Inte rdis c iplinary inquiry
⢠Classroom as re s e arc h
s
e nviro nme nts
(âcollaboratoriesâ
)
â odelling the process of research in the student learning experienceâ
M
11. 11
â e ta ingLa â
Und rs nd w
⢠250 students
⢠Online w orkbooks, structured
tasks
⢠Inquiry journals
⢠Supported by online
discussions (W ebCT)
⢠45 research groups,
developing m ultim edia
resources (film podcast,
,
pow erpoint)
⢠Presented at â celebration of
inquiryâ event (attended by
other students, staff and
invited lawprofessionals)
12. 12
She W b e De a e o Info a n Stud s Uo
ila e b r, p rtm nt f rm tio ie , S
13. 13
Inquiry in Se o Life
c nd
⢠A learning (and play) space âm like a classroom than a w
ore ebsite â
w newpedagogical possibilities
ith
⢠Assessed activity for 1 st year BSc Inform ation M anagem students on
ent
Inform ation Literacy m odule
⢠Part of induction into research: in Sem ester 2 they undertake their ow n
sm all-scale research projects
⢠Critical incident interview w SL residents (a tim w
s ith e hen they had an
inform ation need relating to a SL activity) in SL itself
⢠Students analyse transcripts in relation to m odels of RL information
behaviour + audit interviewtechnique (for assessm ent)
⢠Working w 2 librarians: in Sheffield (Lyn Parker) and St Andrew
ith s
(Vickie Corm ie)
S . W e bbe r, Information S tudie s
14. 14
Stud ntsa re e rc rs p d e ,
e s s a he , ro uc rs
m m e o inq
e b rs f uiry c m unitie
o m s
⢠Students researching the rise
of blogging and considering
w hether this is a new
narrative genre
⢠W orkshops held in CILASS
collaboratory - groups of
students m onitor blogs over a
sem ester, and each research
group has its ow blog
n
⢠Dr Stone aim to help
s
interested students to get
their research published in a
scholarly journal
Dr. Brendan Stone, School of English, UoS
15. 15
Inquiry-b s dinfo a n lite c
ae rm tio ra y
d ve p e - P yc lo y
e lo m nt s ho g
⢠Students investigate differences in the quality of
information in psychology â storiesâ the popular press
in
and in the journal articles that provided their source
⢠Students engage in online searching task to identify
popular stories and trace the research evidence, using
new sources and W of Know
s eb ledge database; they
then analyse the findings and reflect on their experience
⢠Supported by the Libraryâ W of Know
s eb ledge tutorial,
trained student IL mentors (3rd years) and tutors
16. 16
Dis e ina
s m ting
s e inq
tud nt uiry
a re e rc
nd s a h
Tw jo
o urnals
17. 17
Inquiry in ne s a e
w pcs
⢠Accessible
⢠Flexible
⢠Social
⢠Inform ation-rich
⢠Technology-rich
⢠Seam lessly interfacing
betw een virtual and physical
spaces/resources
18. 18
TheInfo a n
rm tio
Cm o
o m ns
â o tha alib ry,
m re n ra
m retha a IT s a e
o n n pc,
m retha as y
o n tud
c ntre
e â
Social learning spaces,
connecting and integrating digital
and physical spaces in neww ays
19. 19
Uo Info a n C m o
S rm tio o m ns
⢠1,300+ study spaces, 500+ PCs, 100,000
books, 50 Internet kiosks
⢠Diverse study spaces, w ireless enabled
⢠Silent spaces: PC room no PC/laptop
;
space; laptops-only space
⢠10 bookable group room s
⢠Flexispace
⢠Diverse table form ats, incl. large group
tables w w screen PCs
ith ide
⢠Soft seating w pow points for laptops
ith er
⢠2 ICT-enabled classroom s
⢠CafÊ
⢠CILASS spaces and collaboratories
20. 20
â g t b o o Fa e o k, c t to
I e o ks ut, c b o ha
p o le yo kno , c o ab ha a
ep , u w hill ut it, ve
c ffe . Ye h, w s m g o e s ys
o e a rite o e o d s a ,
tha s rt o thing re llyâ
t o f , a
⢠âBetter than the library⌠itâ not
s
⢠Colour com pletely silent, which I get a bit
intimidated by, reallyâ
⢠Views
⢠Space
⢠Quiet ⢠â can sit dow and m
You n ake
yourself at hom you know â
e, ?
⢠Relaxed youâ got a lot of table space and
ve
⢠Approachable you can lay yourself out w ithout
⢠M odern w orrying about disturbing other
people as m uchâ
⢠Cosy
⢠Com puters
⢠Resources ⢠â e like the Inform
W ation Com ons
m
because w can sit in a group and
e
do our w freely w
ork ithout any
restrictionsâ
21. 21
CILASS Inquiry
c lla o to s
o b ra rie
⢠2â
collaboratoriesâ and 24 students)
(40
⢠1 w fixed collaborative w
ith orkstations (large
screens)
⢠1 w flexible tables/chairs and laptops
ith
⢠5 breakout/group room (6-8 students)
s
⢠W ireless netw orking
⢠Cluster connectivity betw een com puters and
plasm screens
a
⢠Interactive w hiteboards
⢠Sound and video-recording
⢠Access Grid Node (studio-based, Collaboratory 1)
⢠âHuddleboardsâ and copycam flipcharts; w
s; rite-on
w surfaces
all
⢠M obile technologies, including digital cam eras,
cam corders, PDAs, personal response system
⢠Soft spaces
⢠Seam less access to resources of w ider IC
22. 22
Hud le o rd a c p a s
d b a s nd o yc m
Lightw eight, double-sided,
w hiteboards for sm group
all
collaboration or presentations.
M obile easels and w all-
m ounted tracks for display.
Ideas generated on
huddleboards are converted
to digital images using the
Copy Cam e.g. for use
s,
in pow erpoint presentations,
collaborative inquiry
projects.
23. 23
W t s ff s y
ha ta a
⢠â perfect opportunity to
The
get students w orking w ith
research m aterialsâ
â˘â Inviting, technologically
advanced and perfect for
group-w orkâ
⢠â ulates newideas for
Stim
teaching and pedagogyâ
⢠âw facilities like the
I ish
collaboratories w mere ore
w idely available throughout
the Universityâ
24. 24
W ts e s y
ha tud nts a
â˘âCILASS rules! W hat
an environm ent!â
â˘âCILASS room
fantastic - technology
here w really great,
as
m ade it far m ore
interesting than other
sem inarsâ
â˘âLearning has finally
com into the 21st
e
century! The new
technology has
opened m eyes to
y
exciting neww ays to
exam literary textsâ
ine
25. 25
⢠Developing newpedagogies
and creating newspaces
â˘M ulti-disciplinary partnership
⢠Focused on learning and
teaching
⢠Student involvem ent
⢠Supporting the users
⢠Cham pions prom oting the
ideas
⢠Training (blending technology
and pedagogy)
⢠Facilitating exchange of
practice
26. 26
C nc io
o lus n
⢠A strategic perspective
⢠An integrated perspective on pedagogy,
space and technology
⢠A partnership project dependent on cross-
disciplinary dialogue and stakeholder
involvem ent
⢠A w in progress âw re learning as w
ork eâ e
go along
⢠Underpinned by evaluation and research
27. 27
http://
w w c c
w .jis .a .uk/eli_le rning p c s
a s a e .html
Short JISC video on
âdesigning
technology-rich
learning spaces,
CILASS
collaboratoryâ
28. 28
Que tio fo b a ut s s io
s ns r re ko e s n
⢠Howdo you and your service currently support
â
inquiringâlearners and pedagogies? Howm ight
you further build on and develop w you do?
hat
⢠Physical spaces? Partnerships w educational
ith
developm ent? W 2.0? ⌠.?
eb
⢠W issues and challenges do you identify in
hat
the developm of your practice and service for
ent
âinquiringâstudents and pedagogies?