Transcript Document

Inquiry-Based Learning
Bertram (Chip) Bruce
Library & Information Science
U. of Illinois at Urbana-Champaign
Writing assignment
What learning experience do you
remember from your undergraduate
years?
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Keywords
Learning
Technology
Lived Experience
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Learning
Making sense of experience
o "Did you know that Pam was going to wear her
grandmother's wedding dress? That gave her
something that was old, and borrowed, too. It was
made of lace over satin, with very large puff
sleeves and looked absolutely charming on her."
o One Indian reader: "She was looking all right
except the dress was too old and out of fashion".
--Steffenson, Joag-Dev, & Anderson, 1979
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Acting with purpose
Interpretive
strategy
Visitor sees
gallery as ...
Pragmatic
Utopian
classroom/workshop
encounter session
Critical
Diversionary
museum
amusement park
Visitor asks
what can ...
"I do with this?"
"this say about my
relationships?"
"be thought about this?"
"I feel about this?"
--Jean Umiker-Sebeok (1994), Behavior in a museum
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What shape is the earth?
1.
3.
2.
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Is the world round?
Child:
I can see it. The world is flat.
Adult:
No, the world is round.
Child:
It’s round? Oh, a pancake!
Adult:
No, no... a ball! Look at this photo
of earth from outer space.
Child:
Oh! Two earths! The round one in
space and the flat one we live on.
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Overcoming difficulty
o Piaget: disequilibrium
o Vygotsky: zone of proximal
development
o Dewey: felt difficulty
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Learning is grounded in the
personal, social, material,
historical situation
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Scratch theory
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Technology
LIS 391: Literacy in the
information age
o
o
o
o
Discoveries
Projects
Collaborative activities, e.g., timeline
Media: web board, doc cam, video,
web interactive syllabus
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Instant messaging
o all of the students use it
o none of the faculty do
o questions:
–
–
–
–
What functions does it serve?
What are its drawbacks?
Why are student and faculty needs different?
What are their communication practices?
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Student use of IM
o Communicate with family & friends at
home
o Get homework help
o Dating
o General socializing
o Second nature
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Isaac Oates and
Omar Ashrafi at
the University of
Illinois
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Types of away messages
o Passive-Aggressive away messages
o Posting information about your
feelings/emotional state
o Quotes/Song lyrics
o Hyperlinks to websites
o Posting romantic messages
o Sexual away messages
o Posting away messages while under the
influence of drugs or alcohol
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(cont.)
o Information about where you are or what
you're doing
o Posting false information in order to avoid
someone
o Posting false information in order to make
yourself look better (e.g., more popular)
o Posting humorous away messages/jokes
--From a survey created by Brandon Rowe and Sarah Chamovitz
at Haverford
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Using away messages
o Screening chats
o Checking away messages
o Monitoring who checks your away
message
o Using away messages to communicate
(sync => async)
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“Daddy, your away message is
boring. No one will visit you if all you
say is ‘away’”
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It’s snowing
His soul swooned slowly as he heard the
snow falling faintly through the
universe and faintly falling, like the
descent of their last end, upon all the
living and the dead" James Joyce,
Dubliners
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Re-creation of technology
Christine Wang,
Constructing a third
space at the computer
in a first-grade
classroom
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Technology is
design through use
Through creation of content,
contributions to interactive elements,
and incorporation into practice, users
are not merely recipients of
technology, but participate actively in
its ongoing development.
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Lived experience
Stephen's questions
o
o
o
o
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Why do cars speed up passing a stop sign?
Why do things far away seem blue?
Why do my eyes water when I stare?
How does your body make tears?
Is salt in tears the same as the salt on
food?
o What’s that pipe from the silo to the barn?
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Paris street signs
o Ask: reading to navigate
o Investigate: street names dictionary, web
o Create:
– notice clusters / locality
– further connections: Lamarck, Buffon, Aristide
Briand
o Discuss: history of the signs
o Reflect: write about, act
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Learning is lived experience
We always live at the time we live and not at
some other time, and only by extracting at
each present time the full meaning of each
present experience are we prepared for
doing the same in the future. This is the only
preparation which in the long run amounts to
anything.
–John Dewey, Experience & Education
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What is the role for the
information resources
professional?
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21st-century challenge
o Find problems
o Integrate knowledge from multiple
sources and media
o Think critically
o Collaborate
o Learn how to learn
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Inquiry-based learning
o Questions: arising out of experience
o Materials: diverse, authentic, challenging;
two-way
o Activities: engaging. hands-on, creating,
collaborating, living new roles
o Dialogue: listening; articulating meaning
o Reflection: from concepts to action
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Inquiry Page
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Desa Informasi
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Local eContent collection
o
o
o
o
o
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Digital theses
eDIMENSI (scientific journals)
Petr@rt Gallery
Petra iPoster
Petra Chronicle
Surabaya Memory
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Paseo Boricua
o Puerto Rican Cultural
Center in Chicago's
Humboldt Park
neighborhood
o Galvanizes neighborhood
residents around
community projects
o Addresses critical issues:
gang violence, AIDS,
social and environmental
justice, literacy, and
economic development
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Ethnography of the
University
o undergraduate
research on
the university
o archived in
web-based
inquiry units
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Integrated learning
Relate the school to life, and all
studies are of necessity correlated.
--Dewey, School and Society
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Teacher as inquirer
o
o
o
o
o
Inquiry about the world
Partner in inquiry
Modeling
Guiding
Inquiry about teaching and learning
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Learning to teach - 1
As a guide for the experimentation we so
freely encourage, the table opposite will be
helpful. We must caution, however, that it is
rife with half-truths--despite our best
efforts at disclosure. We are dealing here
with living things whose colors, habits, and
general constitutions will vary with locale and
with the skill of the individual gardener.
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Learning to teach - 2
This unpredictability, which strikes terror into the
heart of the beginner, is in fact one of the glories of
gardening. Things change, certainly from year to
year and sometimes from morning to evening. There
are mysteries, surprises, and always, lessons to be
learned. After almost 40 years hard at it, we are
only beginning.
–Amos Pettingill, The Garden Book, 1986
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Technology history
Learning Technologies Timeline
Bruce, B. C. (2001, May). Constructing a once and future
history of learning technologies. Journal of Adolescent and
Adult Literacy, 44(8).
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Privacy and identity
“Identity theft and security on the
internet,” by Aaron Krimbel, Lana
Lewandowski, Tom Kelly, Vinh Vu
• Survey of users
• Simulated shopping site
• Line tap
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Undergraduates…
o are smarter (James Flynn)
o are better educated (Berliner & Biddle; Marable)
o more professionally-oriented, older, more female,
more non-white, more non-English speaking
o get too little sleep (Mary Carskadon)
o use the Internet instead of print sources, but
trust print more (Leigh Healy)
o focus on grades too much
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Pragmatic technology
technology
=>
solves a problem
solution to a problem =>
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technology
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Problem-solving cycle
problem 1 => technology 1
technology 1 => problem 2
problem 2 => technology 2
technology 2 => problem 3 …
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Community Inquiry
Laboratory
a place where members of a community
come together to develop shared
capacity and work on common problems.
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Aspects of CIL’s
o "Community" emphasizes support for
collaborative activity and for creating
knowledge connected to people's values,
history, and lived experiences.
o "Inquiry" points to support for open-ended,
democratic, participatory engagement.
o "Laboratory" indicates a space and
resources to bring theory and action
together in an experimental and critical
manner.
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New media
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web rings
video conferencing
digital libraries
virtual reality
hypermedia, the web,
the deep web
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internet radio
robot surgery
telepresence
ubiquitous computing
simputer
monkey & cursor
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Active participation
every individual must be consulted in
such a way, actively not passively, that
he himself becomes a part of the
process of authority.
--Dewey, Democracy & Education
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