Information Studies

  • Developing Inquiry through PGT Research Modules
    Lecturers on this module use a combination of lectures, inquiry-based seminars and other innovative teaching methods (poster presentations and discussion triads) to make significant positive impacts upon postgraduate students´ research and generic skills and engagement with the subject.
  • Inquiry in Information Management
    This module challenges level one undergraduates, working in small groups, to choose a worthwhile research question and then undertake and report an original investigation on that topic. Understanding of the inquiry process was supported through workshops and online resources.
  • Blogging
    This set of LAMS (Learning Activity Management System)-based IBL activities got Masters students to explore the `hot´ topic of blogging. A podcast on the issue was used as a trigger to get students interested in the issue and online news stories provided them with further information and inspiration. This expanded into an examination of the development of Web 2.0 technologies more generally.
  • Checkpoint for Forming Groups
    This project was intended to improve students´ information searching skills via a range of collaborative activities that led to the development and peer evaluation of a range of resource guides. A LAMS activity sequence guided students through the process of group formation, providing them with a number of checkpoints for establishing their working relationships.
  • Learning Styles and Communication Preferences
    This project guided students through a LAMS learning sequence which invited them to develop their internet searching strategies and capabilities and increase their familiarity with the learning technology with the ultimate intention that they would develop learning sequences for use with other students. As part of this process they were encouraged to reflect on their own learning styles and preferences.
  • Designing for Information Studies
    This highly innovative use of LAMS used a series of activities to invite students to take on the role of teachers because they had to design their own learning sequence. Students were challenged to take a more active role in the learning process as they had to put themselves outside the position of student think about how the online tool might be used to establish a useful teaching and learning environment.