Presentation on theme: "Bringing learning and research together through inquiry-based learning"— Presentation transcript:
1 Bringing learning and research together through inquiry-based learning Some implications for the design of new spaces and questions for the role of research librariesDr Philippa Levy, Academic Director, CILASS
2 Overview CILASS Inquiry-based learning (IBL) CILASS IBL framework Spaces and technologies for IBLSome questions for research libraries
3 CILASS Centre for Excellence in Teaching and Learning 5 year programme, £4.85M in totalIncludes £2.35M capital fundingFocusing on inquiry-based learningCore community: Faculties of Arts, Social Sciences, LawImpacting on the learning experience of 10,000 studentsCILASS hub located in the Information Commons plus ‘satellite’ in another central University location
4 STUDENTS AS PARTICIPANTS (student-focused) STUDENTS AS AUDIENCE(teacher-focused)Research-basedCurriculum emphasises studentsundertaking inquiry-based learningResearch-tutoredCurriculum emphasiseslearning focused on studentswriting and discussing papersor essaysResearch-orientedCurriculum emphasises teaching theprocesses of knowledge-constructionin the subjectResearch-ledCurriculum structured aroundteaching current subjectcontentEMPHASIS ONRESEARCH PROCESSESAND PROBLEMSRESEARCH CONTENTConceptions an definitions of research-teaching links varyHealey (2005) p. 70.The teaching/research relationship in universities: a typology
5 Inquiry-based learning (IBL) Modelling the process of research within the student learning experienceStudent-directed, open-ended inquiryProblems; case scenarios; small- and large-scale investigations‘Full’ IBL – the design principle for whole modules/programmes‘Hybrid’ IBL – activities incorporated into more traditional curricula
6 IBL involves Tutor and/or students establishing question/problem etc Students pursuing lines of inquiry (often in groups)Drawing on existing knowledgeIdentifying new learning and information needsSeeking information, evidence, e.g. interacting with (digital) resources, datasets, archivesDiscussing, receiving feedback, synthesising information, constructing knowledgeAnalysing and communicating ideas and resultsParticipating in a research community
7 CILASS IBL framework Collaborative inquiry Information literacy developmentNetworked learningInterdisciplinary inquiryExplicit and embedded‘process support’
8 Spaces for IBL Flexible Social Information-rich Technology-rich Integrated – supporting independent learning and facilitated learning
10 CILASS spaces 3 ‘collaboratories’ (40, 40 and 24 students) 1 with collaborative workstations2 with stackable tables/chairs and laptopsBreakout/group-work rooms (6-8 students)3 modes of use: bookable by staff; by students; drop-in
11 CILASS spaces Plus: Social (‘soft’) space Refreshments Wireless networkingSeamless access to the wider resources of the IC, and its staff
12 CILASS technologies Collaborative desktops Laptops Multiple plasma screensInteractive whiteboardsAccess Grid videoconferencing(studio-based and personal)Standard videoconferencingVideo-recording‘Huddleboards’ and copycamsPlus kit for out-of-classroom use: Personal Digital Assistants, camcorders, digital cameras, personal response systems etc.
13 Some questionsA research library supports research activity: what does it need to do differently to support an expanded vision of the research community and its activities?Do students need a research collection to have a research experience?To what extent are space and facilities needed for collaborative research interactions in specific discipline areas?
14 Some questionsDoes the distinction between undergraduate and research libraries collapse if the aim is to bring research and learning closer together?If it does, what are the implications for the development of new spaces and services?
15 Some questionsWhat is the case for separating spaces and services for learning and research?Does IBL involve forms of research-related activity that don’t apply at more advanced levels?
16 ReferencesJenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.
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