Bringing learning and research together through inquirybased learning Some implications for the design of new spaces and questions for the role of research libraries Dr Philippa Levy, Academic Director, CILASS 2 Overview • CILASS • Inquirybased learning (IBL) • CILASS IBL framework • Spaces and technologies for IBL • Some questions for research libraries 3 CILASS • Centre for Excellence in Teaching and Learning • 5 year programme, £4.85M in total • Includes £2.35M capital funding • Focusing on inquirybased 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 STUDENTS AS PARTICIPANTS (studentfocused) Researchtutored Researchbased Curriculum emphasises Curriculum emphasises students learning focused on students undertaking inquirybased learning writing and discussing papers or essays EMPHASIS ON EMPHASIS ON RESEARCH CONTENT RESEARCH PROCESSES AND PROBLEMS Researchled Researchoriented Curriculum structured around Curriculum emphasises teaching the teaching current subject processes of knowledgeconstruction content in the subject STUDENTS AS AUDIENCE (teacherfocused) Healey (2005) p. 70. The teaching/research relationship in universities: a typology 5 Inquirybased learning (IBL) • Modelling the process of research within the student learning experience • Studentdirected, openended inquiry • Problems; case scenarios; small and largescale 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 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 CILASS IBL framework • Collaborative inquiry • Information literacy development • Networked learning • Interdisciplinary inquiry • Explicit and embedded ‘process support’ 8 Spaces for IBL • Flexible • Social • Informationrich • Technologyrich • Integrated – supporting independent learning and facilitated learning 9 Spaces for IBL 10 CILASS spaces • 3 ‘collaboratories’ (40, 40 and 24 students) • 1 with collaborative workstations • 2 with stackable tables/chairs and laptops • Breakout/groupwork rooms (68 students) • 3 modes of use: bookable by staff; by students; dropin 11 CILASS spaces • Plus: • Social (‘soft’) space • Refreshments • Wireless networking • Plus: • Seamless access to the wider resources of the IC, and its staff 12 CILASS technologies • Collaborative desktops • Laptops • Multiple plasma screens • Interactive whiteboards • Access Grid videoconferencing (studiobased and personal) • Standard videoconferencing Plus kit for outofclassroom • Videorecording use: Personal Digital • ‘Huddleboards’ and copycams Assistants, camcorders, digital cameras, personal response systems etc. 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 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 Some questions What is the case for separating spaces and services for learning and Does IBL involve forms of research research? related activity that don’t apply at more advanced levels? 16 References • Jenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy. www.heacademy.ac.uk/resources.asp 100 Years Of Excellence.
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