'Do you? I don't!' - Engaging students in research on technologies for inquiry-based learning

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Published on January 13, 2009

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Learners in the Co-Creation of Knowledge Symposium, Edinburgh 29th-30th October 2008

“ Do you? I don’t!” – 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

Staff-student partnerships??? Please spend 10-15 minutes walking about, looking at the various quotes and chatting to each other about this concept.

An example of partnership? Barbara

Barbara

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

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

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: Music School of East Asian Studies History Law Sociology Politics

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:

Music

School of East Asian Studies

History

Law

Sociology

Politics

Meet the team Chloe – Music Barbara – Law Su – Sociology Ryan – School of East Asian Studies Phil - CILASS Georgie - History Sabine - CILASS

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?

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?

Things we grapple with

Power? Georgie

Georgie

Whose benefit? Chloe

Chloe

Are students “good enough”? Su

Su

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...)?

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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