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1: LAMS Conference submission deadline extended & new Keynote
09/06/09 09:32 PM
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LAMS Conference submission deadline extended

We've had some great proposals already for the LAMS Conference in December, but after a number of requests we're extending the deadline for submission to Wednesday September 16th. For presentation proposals, you can submit either an abstract (100-200 words) or a paper. Full details at:
http://lams2009sydney.lamsfoundation.org/papers.htm

New Keynote - Professor Philippa Levy

I'm delighted to announce that Professor Philippa Levy will join us as a Keynote speaker at the LAMS Conference - details below:

Title:
Design and student co-design for inquiry-based learning

“Universities should treat learning always as consisting of not yet wholly solved problems and hence always in research mode”. In my paper, I shall suggest that this view, put forward in 1810 by Wilhelm von Humboldt, remains just as compelling - and just as challenging to educators and institutions - at the start of the 21st century. At present, there is increasingly strong policy emphasis internationally on mainstreaming student learning through research, from the first undergraduate year. I shall argue that this is essential if our aim is to empower students for life and work in a profoundly uncertain and complex world, as well as to prepare the next generation of researchers.

What is the role for digital, design for learning tools in support of this agenda? How might these be developed and used in ways that are consistent with the aim to encourage student ownership of their experiences of learning through inquiry, and to foster inquiry partnerships between students and staff? My paper will offer a critical reflection on issues and challenges in design for inquiry-based learning, drawing in part on lessons learned from research into the use of LAMS. A conceptual model identifying eight ‘core’ modes of inquiry-based learning will be presented, with practical examples of ways in which LAMS can be used to support design in different modes for different educational contexts including in schools as well as in universities. Identifying an important role for students as designers of their own inquiry processes, I shall suggest that there is a need to develop methodologies and tools that explicitly support students as (co)designers of learning.

Profile

Professor Philippa Levy is Director of the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) and a member of the Department of Information Studies at the University of Sheffield, UK. CILASS is a national Centre for Excellence in Teaching and Learning, awarded to Sheffield in 2005. In 2009 Phil is also leading an institutional research/development project at the University, called ‘The LRT Project: Integrating Learning, Research and Teaching’.

Phil’s interests are in the areas of inquiry-based pedagogies in higher education, the research/teaching nexus, networked learning and learner support, information literacy, educational roles of information specialists, educational development and change facilitation, space design for learning and teaching, scholarship of learning and teaching. She has published widely on these themes. Within CILASS she is currently leading a longitudinal research project focusing on students’ experiences of inquiry, and a literature review/synthesis project funded by the UK Higher Education Academy on the topic ‘supporting inquiry-based learning with digital technologies’. In 2006-7 she directed DeSILA, a project funded by the Joint Information Systems Committee, which explored aspects of technology-supported design for inquiry-based learning using LAMS. She has a long history of involvement in research and development for learning, teaching and learner support in universities, including projects funded by the UK Electronic Libraries Programme and the EU Telematics for Libraries Programme in the 1990s.

Posted by James Dalziel

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