Published on August 3, 2009
A question of taste: social bookmarking to support inquiry-based learning
Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS)
University of Sheffield
Overview of talk Inquiry-based learning Social bookmarking What we did… What the students thought… Reflections and practical considerations
CILASS Centre for Excellence in Teaching and Learning 5 year programme (2005-2010) of reward, development, innovation, research Core community: Faculties of Arts and Social Sciences; extending to other Faculties “Modelling the process of research in the student learning experience”
Inquiry-based learning: Two definitions “Inquiry refers to instructional practices designed to promote the development of high order intellectual and academic skills through student-driven and instructor-guided investigation of student-generated questions” (McMaster University) “An array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer” (North Carolina State University)
Social bookmarking Social bookmarking is a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata, typically in the form of tags. Users save links to web pages that they want to remember and/or share. These bookmarks are usually public, although they can be made private or shared with restricted groups of people. Most social bookmark services encourage users to organize their bookmarks with informal tags instead of the traditional browser-based system of folders. They also enable viewing bookmarks associated with a chosen tag, and include information about the number of users who have bookmarked them. Many social bookmarking services provide web feeds for their lists of bookmarks, including lists organized by tags. This allows subscribers to become aware of new bookmarks as they are saved, shared, and tagged by other users. (Adapted from: http://en.wikipedia.org/wiki/Social_bookmarking; accessed 18.05.09) Importantly, articles on sites such as JSTOR, or behind passwords, can sometimes be bookmarked; in History, a large number of sources are available on the open web
Social bookmarking and IBL Active engagement. Social/ collaborative element. Allows for collaborative construction of knowledge/ learning. Therefore potentially useful for supporting IBL… ‘tag cloud’ created by my classes in 2008
Context 1st year core History lecture-based module 1 seminar per week for two groups Oral presentations (2) and contributions assessed (17% of course mark) Assessed essays (33%) Exam (50%)
2008 Aims To get students to practice their questioning skills and explore the relationship between questioning and IBL To encourage efficient and effective use of the web through a constructive approach
To get students to practice their questioning skills and explore the relationship between questioning and IBL
To encourage efficient and effective use of the web through a constructive approach
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