Using ICT in IBL courses - Little and Bestwick (2007)

ICT in IBL

Alison BestwickDr Sabine Little

Centre for Inquiry-based Learning in the Arts and Social SciencesUniversity of Sheffield

www.shef.ac.uk/cilass

Introduction• 19 Schools/Departments

• 2 strands of funding

• ~70 projects

• Close collaboration with Learning Development Media Unit (LDMU) and Library)

• Large proportion of projects has ICT component

• 10 modules from History/Archaeology

ICT in IBL - 1• Information Literacy

• Researching/finding information (journals, databases, library catalogues, internet…)

• Evaluating information• Coding/collating information• Annotated bibliographies/referencing…Library Information Skills Resource on

WebCT

ICT in IBL - 2• Networked Learning

• Collaborative Inquiry • Media outputs of collaboration• People as resources

• Learning Spaces• Collaboratories

Archaeology & CILASS• 9 modules (2 at Level 2, 6 at Level

3), including• Online case studies

• Small IBL component in lecture-based modules

• WebCT for discussion

• Online research & collaboration

With thanks to Jane Rempel

‘Mapping Athenian democracy’ (Level 3)

• The problem:

• Support• CILASS collaboratory

• University information

• Key questions/issues to consider

The government has decreed that all universities must be restructured in order to function as ‘radical democracies,’ with full member participation in decision-making processes. The University of Sheffield has decided to use Classical Athenian democracy as a model for this restructuring, and you – as the resident experts – have been asked to create a proposal for how this new democratic University might work.

AAP201 – Research Skills in Archaeology• Group work, formulating own research

question

• Developing data collection tool through fieldwork

• Piloting & re-adjustment of research

• Research via library resources and special databases

• Collaborative group report

Title• Bullet points 24pt

Questions?