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Bringing learning and research together through inquiry-based learning Some implications for the design of new spaces and questions for the role of research.

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Presentation on theme: "Bringing learning and research together through inquiry-based learning Some implications for the design of new spaces and questions for the role of research."— 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 libraries Dr Philippa Levy, Academic Director, CILASS

2 2 Overview CILASS Inquiry-based learning (IBL) CILASS IBL framework Spaces and technologies for IBL Some questions for research libraries

3 3 CILASS Centre for Excellence in Teaching and Learning 5 year programme, £4.85M in total Includes £2.35M capital funding Focusing on inquiry-based learning Core community: Faculties of Arts, Social Sciences, Law Impacting on the learning experience of 10,000 students CILASS hub located in the Information Commons plus satellite in another central University location

4 4 STUDENTS AS PARTICIPANTS (student-focused) STUDENTS AS AUDIENCE (teacher-focused) Research-based Curriculum emphasises students undertaking inquiry-based learning Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-oriented Curriculum emphasises teaching the processes of knowledge-construction in the subject Research-led Curriculum structured around teaching current subject content EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS EMPHASIS ON RESEARCH CONTENT The teaching/research relationship in universities: a typology Healey (2005) p. 70.

5 5 Inquiry-based learning (IBL) Modelling the process of research within the student learning experience Student-directed, open-ended inquiry Problems; 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 6 IBL involves Tutor and/or students establishing question/problem etc Students pursuing lines of inquiry (often in groups) Drawing on existing knowledge Identifying new learning and information needs Seeking information, evidence, e.g. interacting with (digital) resources, datasets, archives Discussing, receiving feedback, synthesising information, constructing knowledge Analysing and communicating ideas and results Participating in a research community

7 7 CILASS IBL framework Collaborative inquiry Information literacy development Networked learning Interdisciplinary inquiry Explicit and embedded process support

8 8 Spaces for IBL Flexible Social Information-rich Technology-rich Integrated – supporting independent learning and facilitated learning

9 9 Spaces for IBL

10 10 CILASS spaces 3 collaboratories (40, 40 and 24 students) 1 with collaborative workstations 2 with stackable tables/chairs and laptops Breakout/group-work rooms (6-8 students) 3 modes of use: bookable by staff; by students; drop-in

11 11 CILASS spaces Plus: Social (soft) space Refreshments Wireless networking Plus: Seamless access to the wider resources of the IC, and its staff

12 12 CILASS technologies Collaborative desktops Laptops Multiple plasma screens Interactive whiteboards Access Grid videoconferencing (studio-based and personal) Standard videoconferencing Video-recording Huddleboards and copycams Plus kit for out-of-classroom use: Personal Digital Assistants, camcorders, digital cameras, personal response systems etc.

13 13 Some questions A 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 14 Some questions Does 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 15 Some questions What is the case for separating spaces and services for learning and research? Does IBL involve forms of research- related activity that dont apply at more advanced levels?

16 16 References Jenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.

17 100 Years Of Excellence.


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