Encouraging long turns in the classroom

This is an alternative untested methodological proposal for a Literature Module that was taught for several years at the University of Leeds following the traditional lecture-seminar-essay methodology. This alternative methodology embeds very prominently team work, organisational skills, public communication skills and learners' initiative and leadership, whilst reinforcing classic academic skills such as critical thinking by making content more attractive as a result of the various ways in which social engagement occurs. There are almost no limitations to the successful introduction of any kind of e-learning tools such as discussion boards, wikis and podcasts in any literature module that follows socio-constructive approaches. Thanks to my colleague Dr David Frier, who used to teach the module "Innovation and Experimentation in Portuguese 20th Century Literature", for his help. For information and reflections on this methodology, please see A. Martínez-Arboleda, "Using new technologies on content modules in modern languages", Liaison, Issue 3, 2009, págs. 29-31. http://www.llas.ac.uk/news/newsletter.html

This IBL was created for the History Department's Level 1 module, Paths From Antiquity to Modernity and was implemented during Autumn 2007 and 2008 terms. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

Used as an introduction to a ‘Students into Schools’ module which accredits teaching placement and associated reflection. Could be used as a model for any introductory session where it is important to quickly engage participants

This IBL was created for the Philosophy Department’s Level 1 modules and was implemented during the Spring Term 2007. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).