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Learners in the Co-Creation of Knowledge Symposium, Edinburgh 29th-30th October 2008
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“Do you? I don’t!” – Engaging students in research on technologies for inquiry-based learning
Sabine Little s.little@shef.ac.ukRyan Jendoubi jpa05rj@shef.ac.uk
www.shef.ac.uk/cilass
LICK, Edinburgh, 30th 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
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
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
Meet the team
Chloe – Music Barbara – Law Su – Sociology
Ryan – School of East Asian Studies
Phil - CILASS
Georgie - History Sabine - CILASS
Research Questions
1. 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
Whose benefit?
• Chloe
Are students “good enough”?
• 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...)?
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