Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"

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Information about Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses"

Published on March 2, 2009

Author: cilass.slideshare

Source: slideshare.net

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Bestwick, A. & Little, S. "Using ICT for inquiry-based learning courses". Workshop for HE Teachers of History, Classics and Archaeology, University of Manchester and HCA Subject Centre, May 2007.

ICT in IBL Alison Bestwick Dr Sabine Little Centre for Inquiry-based Learning in the Arts and Social Sciences University of Sheffield www.shef.ac.uk/cilass

Introduction 19 Schools/Departments 2 strands of funding ~70 projects Close collaboration with Learning Development Media Unit (LDMU) and Library) Large proportion of projects has ICT component 10 modules from History/Archaeology

19 Schools/Departments

2 strands of funding

~70 projects

Close collaboration with Learning Development Media Unit (LDMU) and Library)

Large proportion of projects has ICT component

10 modules from History/Archaeology

ICT in IBL - 1 Information Literacy Researching/finding information (journals, databases, library catalogues, internet…) Evaluating information Coding/collating information Annotated bibliographies/referencing … Library Information Skills Resource on WebCT

Information Literacy

Researching/finding information (journals, databases, library catalogues, internet…)

Evaluating information

Coding/collating information

Annotated bibliographies/referencing

… Library Information Skills Resource on WebCT

ICT in IBL - 2 Networked Learning Collaborative Inquiry Media outputs of collaboration People as resources Learning Spaces Collaboratories

Networked Learning

Collaborative Inquiry

Media outputs of collaboration

People as resources

Learning Spaces

Collaboratories

Archaeology & CILASS 9 modules (2 at Level 2, 6 at Level 3), including Online case studies Small IBL component in lecture-based modules WebCT for discussion Online research & collaboration

9 modules (2 at Level 2, 6 at Level 3), including

Online case studies

Small IBL component in lecture-based modules

WebCT for discussion

Online research & collaboration

‘ Mapping Athenian democracy’ (Level 3) The problem: Support CILASS collaboratory University information Key questions/issues to consider The government has decreed that all universities must be restructured in order to function as ‘radical democracies,’ with full member participation in decision-making processes. The University of Sheffield has decided to use Classical Athenian democracy as a model for this restructuring, and you – as the resident experts – have been asked to create a proposal for how this new democratic University might work.

‘ Mapping Athenian democracy’ (Level 3)

The problem:

Support

CILASS collaboratory

University information

Key questions/issues to consider

AAP201 – Research Skills in Archaeology Group work, formulating own research question Developing data collection tool through fieldwork Piloting & re-adjustment of research Research via library resources and special databases Collaborative group report

Group work, formulating own research question

Developing data collection tool through fieldwork

Piloting & re-adjustment of research

Research via library resources and special databases

Collaborative group report

Title Bullet points 24pt

Bullet points 24pt

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