Share ideas and documents about teaching with special collections.

The Use of Music Special Collections in Higher Education (Query to IAML-L and MLA-L, 4 February 2011).

Draft charge to a special task force on teaching with primary sources organized by the L. Tom Perry Special Collections at Brigham Young University.

Boyer Commission on Educating Undergraduates in the Research University: Reinventing Undergraduate Education: A Blueprint for America's Research Universities.

William Perry's Scheme of Intellectual and Ethical Development: A Journey Along the 9 "Perry" Positions (as modified by Belenky et al., 1986) by William J. Rapaport

Spronken-Smith, Rachel, Tom Angelo, Helen Matthews, Billy O'Steen, and Jane Robertson. "How Effective Is Inquiry-Based Learning in Linking Teaching and Research?" Paper prepared for An International Colloquium on International Policies and Practices for Academic Enquiry, Marwell, Winchester, UK, April 19-21, 2007.

Edelson, Daniel C., Douglas N. Gordin and Roy D. Pea. "Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design." The Journal of the Learning Sciences 8 (3/4 1999): 391-450.

Oliver, Ron. "Exploring an Inquiry-Based Learning Approach with First-Year Students in a Large Undergraduate Class." Innovations in Education & Teaching International 44 (February 2007): 3-15.
  • Abstract: "This paper describes an exploration of an inquiry-based learning approach undertaken with a group of first-year students in a large undergraduate class. An innovative technology support was used to manage the process and an exploration was undertaken to determine students' responses to learning based on problem-solving activities. The study investigated the extent to which the problem-solving approach was able to cater for the diverse needs and expectations of the students. Positive results confirmed the efficacy of the setting, and demonstrated students' preferences for problem types."
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"Teaching Inquiry With Primary Sources," a featured article by the Library of Congress's Teaching With Primary Sources Program.

Tynjälä, Päivi. "Towards Expert Knowledge? A Comparison Between a Constructivist and a Traditional Learning Environment in the University." International Journal of Educational Research 31 (Issue 5, 1 January 1999): 357-442.
  • Abstract: "This research monograph examines the potential of constructivist learning environments for developing prerequisites of expert knowledge during university studies. Drawing on recent theories of the development of expert knowledge and on the constructivist view of learning, an experiment was conducted in an educational psychology course. The primary purpose of the study was to compare the learning outcomes of students who studied the course material in a constructivist learning environment with those of students who learned it under traditional teaching and studying conditions. Students in the constructivist learning environment acquired more diversified knowledge. In addition, a theory will be presented about what actually changes when conceptual change occurs."
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"Object Based Learning in Higher Education," a case study presented at the Learning at the Interface Conference by Dr Helen Chatterjee and Rosalind Duhs.

Jacklin, Marcie Lynne and Heather Pfaff. "Working Together: Librarian and Student Collaboration Through Active Learning in a Library E-Classroom." Partnership: the Canadian Journal of Library and Information Practice and Research 5/1 (2010).

"Teaching with the Constructivist Learning Theory" at NDT Resource Center.

Constructivism: Constructivist Learning Theory

Chatterjee, Helen. "Staying Essential: Articulating the Value of Object Based Learning."
  • Abstract: "University Museums are outstanding resources and afford a unique opportunity for effective object based learning, the dissemination of subject specific, observational, practical and other transferable skills. Further, they represent sources of inspiration, enjoyment and could play a potentially important role in health, wellbeing and therapy. Critically, therefore, we need to understand the role and value of object handling for learning, knowledge transfer, emotions, wellbeing and health. This paper will report on the outcome of a series of recent workshops, organised by UCL Museums & Collections, examining the value of touch and object handling. These workshops brought together museum practitioners, researchers and clinicians who are engaged in exploring the value of object handling, touch and sensation and in measuring the impact object handling might have for a variety of emotions, in therapy, general wellbeing and in enhancing knowledge acquisition. The role of object handling in a variety of contexts was explored, such as the use of handling collections in outreach and for inspiration. Other workshops explored the psychology behind touch, the underlying mechanisms behind physical stimulation and its link with emotions experienced during object handling. The paper will also explore a range of practical and strategic initiatives employed at UCL Museums & Collections to understand the value of object based learning. Numbering nearly 1 million objects UCL Museums & Collections are used widely across the university in subject specific teaching, knowledge transfer and in the acquisition of key and transferable skills. Innovative uses include the assessment of the value of object handling as an enrichment activity in hospitals by medical students. The case study discussed explains the valuable role university museums can play in research-led teaching."

"Inquiry-Based Learning in the Arts: A Meta-Analytical Study," at the Centre for Inquiry-based Learning in the Arts and Social Sciences at the University of Sheffield.

"Theories of Learning," presented by the Oxford Centre for Staff and Learning Development.

Calisphere: A World of Primary Sources and More

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