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

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

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Overview

• CILASS

• Inquiry-based learning (IBL)

• CILASS IBL framework

• Spaces and technologies for IBL

• Some questions for research libraries

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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

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STUDENTS AS PARTICIPANTS(student-focused)

STUDENTS AS AUDIENCE(teacher-focused)

Research-basedCurriculum emphasises studentsundertaking inquiry-based learning

Research-tutoredCurriculum emphasiseslearning focused on studentswriting and discussing papersor essays

Research-orientedCurriculum emphasises teaching theprocesses of knowledge-constructionin the subject

Research-ledCurriculum structured aroundteaching current subjectcontent

EMPHASIS ONRESEARCH PROCESSESAND PROBLEMS

EMPHASIS ONRESEARCH CONTENT

The teaching/research relationship in universities: a typology

Healey (2005) p. 70.

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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

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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

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CILASS IBL framework• Collaborative inquiry• Information literacy

development• Networked learning• Interdisciplinary

inquiry

• Explicit and embedded

‘process support’

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Spaces for IBL

• Flexible

• Social

• Information-rich

• Technology-rich

• Integrated – supporting independent learning and facilitated learning

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Spaces for IBL

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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

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CILASS spaces

• Plus: • Social (‘soft’) space• Refreshments• Wireless networking

• Plus:• Seamless access to the wider resources of the

IC, and its staff

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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.

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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?

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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?

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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?

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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.