Inquiry Based
Learning with first
year undergraduates
Sheila Webber
Information School, University of Sheffield
October 2011
Inquiry Based Learning (IBL)
• A cluster of related pedagogies in which student inquiry or research drives the experience of learning and building knowledge (Philippa Levy)
• Students:
– investigate questions & problems that often are open-ended
– apply the principles and practices of scholarship or research in their academic or professional area
– explore a knowledge-base actively, critically and creatively
– participate in building new meaning and knowledge
Levy, P. et al (2010) Sheffield companion to Inquiry Based Learning. University of Sheffield. http://www.shef.ac.uk/ibl
Sheila Webber, 2011
Teaching 1st years
• 40 students this year, many international
• BSc Information Management
• Using face to face, Blackboard, web resources
• Initially students used SL together in lab with me &
teaching assistant (socialisation element)
• Information Literacy core level 1 module: aims
– to progress students' information literacy in key areas (working
towards being an information literate citizen)
– to develop their understanding of information literacy & information
behaviour theories and practiceSheila Webber, 2011
5th year I’ve done this exercise
• Webber, S. (2010) 3D virtual learning case study.University of South Australia. http://www.unisanet.unisa.edu.au/3DVLE/siteassets/docs/3DVirtual_Case_Study_BScIM.pdf
• Webber, S. (2010) “Investigating modes of student inquiry in Second Life as part of a blended approach.” International Journal of Virtual and Personal Learning Environments, 1 (3), 55-70.
• Some tweaks & changes each year
Sheila Webber, 2011
Rationale for using SL
• 50% coursework: carrying out research interview in
SL, analysing performance as interviewer +
analysing transcript
• Access to wider population; internationalisation
• Prompts reflection and comparison with RL
• As information managers, relevant to learn virtual
world communication skills
1st week: Basics of moving, communicating etc.
4th week: Teams import presentation on info problem to SL + set up quiz ball
3rd week: opinionator exercise and further work on mini-island
+ work on info prob
2nd week: 9 teams of 4-5 students: each given own mini island + start info prob
SL Familiarisation & working on information problem
Sheila Webber, 2011
Information problems
• Is the “Google generation” really bad at searching
for, and evaluating, information?
• How reliable is Wikipedia?
• Should Facebook users be concerned about their
privacy and safety on Facebook?
• 9 student teams, 3 tackling each problem
• PPT identifies search process and their conclusions
SCONUL 7 Pillars model of Information Literacy
http://www.sconul.ac.uk/groups/information_literacy/seven_
pillars.html
Sheila Webber, 2011
Short lecture and
handout about
interviewingPractice interviews
in triads (interviewer,
interviewee, observer)
Practice interviews
in triads in SL
Research
interviews
in SL
Blackboard
module
Lecture, exercises,
readings on research,
information behaviour,
data collection &
analysis, ethics
Individual feedback
/communication: email,
F2F, SL .
FAQs etc
Student’s
Assignment
Assignment
briefing
Email, IM etc used to
communicate with interviewees
Handouts
Discussions
Presentations
SL
familiarisation
Sheila Webber, 2011
10
Modes of IBL
Levy, P. & Petrulis, R. (2012). How do first-year students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1).
Information
problem
Interviewing
Sheila Webber, 2011
Sheila Webber
Twitter & SL: Sheila Yoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Flickr: http://www.flickr.com/photos/23396182@N00/
Netvibes: http://www.netvibes.com/sheilawebber
Off we go!