Background

Inquiry-based learning (IBL) is a form of active learning in which open-ended, student-directed inquiry or research drives the learning experience. It includes both relatively structured forms of learning activity – e.g. based on problem-solving and case scenarios – and less structured forms based on small- or large-scale investigations and projects. CILASS played a key role at institutional level in promoting IBL at the University of Sheffield, within the arts and social sciences and beyond to all disciplines in the University.

Given the activity-orientation of IBL pedagogy, CILASS had a strong interest in exploring the extent to which LAMS could add value to the practice of designing for IBL, especially when used in conjunction with WebCT Vista (the University of Sheffield´s institutional VLE) and other tools available in the learning environment.
CILASS also had a strong interest in the sharing and reuse of IBL expertise. DeSILA was therefore investigating the value of LAMS-based learning designs as sharable and reusable resources for the IBL community at institutional level and more broadly within and beyond the CETL (Centres for Excellence in Teaching and Learning) context.