IBL Using LAMS (Learning Activity Management System) Cases
In addition to the many curriculum development projects funded by CILASS, the DeSILA project created a number of case studies of IBL projects using LAMS (Learning Activity Management System), a pedagogic design tool.
Automatic Control and Systems Engineering
- Using Matlab in Engineering
This sequence of activities was developed in order to familiarise students with Matlab, a mathematical and programming software tool used in Engineering. Surveys, problem assignments and discussions were interspersed so that students could self-test, practise and reflect upon their skills development.
CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences)
This sequence was used as a showcase intended to use and demonstrate as many LAMS functions as could suitably be incorporated into one sequence.
- Music in Everyday Life
The sequence was designed upon request by Department of Music staff wanting demonstrations of LAMS might be incorporated into their discipline. The showcase of the sequence fit into a full departmental away day on inquiry-based learning, thus forming just part of discussions around new technologies for IBL.
- PBL Cycle
This sequence was designed to specifically illustrate how LAMS might be used for inquiry-based learning, by following the problem-based learning cycle. The question ("What can the institution do to lessen its impact on the environment?") was chosen to appeal to a maximum number of departments, and builds on an induction week activity CILASS had facilitated face-to-face with students across the institution.
- International E-Learning
A mixed group of UK and Chinese students explored the potential of LAMS through by working through a sequence and then designing their own series of activities using the tool. Significant features of this project are the collaborative construction of knowledge in intercultural settings in which the students engaged and the opportunity it gave them to design their own context-specific learning sequences.
- Reflective Writing in Teaching French
This project was prompted by the project leader´s desire to improve students´ reflective writing via the powerful potential inherent in collaborative work. Importantly, this series of activities not only asked students to collaborate with each other; the tutor engaged in the process as a co-inquirer herself.
- Visual Methods in Research
This learning sequence was developed for using a range of online collaboration tasks to engage postgraduate students with the relationship between visual methods and their research projects. The sequence developed out of existing face-to-face workshops and was intended for use by part-time and distance learners.
This set of 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. The activity sequence itself 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 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.
- Exploring Intellectual Property
This project activity sequence sought to address the question of how to encourage students to follow up in-class activities outside of the classroom. Tutors devised a series of interactive tasks, incorporating multimedia elements, to enable students to carry out and reflect upon independent research into Intellectual Property issues.
Modern Languages Teaching Centre (MLTC)
- Introduction to Language Teaching
In order to improve the collaborative working and ICT skills of a group of future language teachers a series of online and in-class exercises were developed to encourage them to interact and reflect upon the learning process and how learning is constructed. This activity-based approach allowed the tutor to step back and allow the class to self-facilitate in order to complete the tasks and develop the desired capabilities.
Russian and Slavonic Studies
- Russian Translation
This project sought to develop students´ translation skills by encouraging them to read, comment upon and annotate each others´ translations from Russian to English. The online activity sequence was seen to be particularly effective because it forced the tutor to be explicit about what he expected of the students and made the students work through the process step-by-step.